TRAINING    COURSES    FOR    LEADERSHIP 


Learning  and  Teaching.  Harold  J.  Sheridan  and 
G.  C.  White.     In  Preparation. 

The  Training  of  the  Devotional  Life.  Minnie  E. 
Kennedy  and  Minna  M.  Meyer. 

The  Program  of  the  Christian  Religion.  John 
W.  Shackford. 

The  Organization  and  Administration  of  the 
Sunday  School.  E.  M.  North  and  J.  L. 
Cuninggim.     In  Preparation. 

Recreational  Leadership  of  Boys.  Norman  E. 
Richardson.     In  Preparation. 


TRAINING    COURSES    FOR    LEADERSHIP 

Edited  by  HENRY  H.  MEYER  and  E.  B.  CHAPPELL 


Life  in  the  Making 


BY 

WADE  CRAWFORD  BARCLAY,  ARLO  A.  BROWN 

ALMA  S.  SHERIDAN,  WILLIAM  J.  THOMPSON 

and  HAROLD  J.  SHERIDAN 


Approved  by  the   Committee  on  Curriculum  of  the  Board  of 

Sunday  Schools  of  the  Methodist  Episcopal  Church  and  the 

Committee  on  Curriculum  of  the  General  Sunday  School 

Board  of  the  Methodist  Episcopal  Church,  South 


THE  METHODIST  BOOK  CONCERN 
NEW  YORK       CINCINNATI 

SMITH  &  LAMAR 
NASHVILLE  DALLAS  RICHMOND 


Copyright,  1917,  by 
WADE  CRAWFORD  BARCLAY 


First  Edition  Printed  August,  1917 
Reprinted  October,  1917 


/t~*-— ) 


SRLF 
YRL 


CONTENTS 


Chapter  Page 

Introduction 5 

I.    The  Nurture  op  Life 9 

By  Wade  Crawford  Barclay 

II.    Infancy 17 

By  Alma  S.  Sheridan 

III.  Early  Childhood 27 

By  Alma  S.  Sheridan 

IV.  Lessons  for  Beginners 38 

By  Wade  Crawford  Barclay 

V.    The  Nurture  op  the  Little  Child 48 

By  Arlo  Ayres  Brown 

VI.    Middle  Childhood 60 

By  Alma  S.  Sheridan 

VII.    Lessons  for  Primary  Children 69 

By  Wade  Crawford  Barclay 

VIII.    The  Nurture  op  Primary  Children 80 

By  Arlo  Ayres  Brown 

IX.    Later  Childhood 91 

By  Alma  S.  Sheridan 

X.    Lessons  for  Juniors 102 

By  Wade  Crawford  Barclay 

XI.    The  Nurture  op  Juniors HI 

By  Arlo  Ayres  Brown 

XII.    Early  Youth 122 

By  Harold  J.  Sheridan 

XIII.  Lessons  for  Intermediates 132 

By  Wade  Crawford  Barclay 

XIV.  The  Nurture  of  Intermediates. 140 

By  Arlo  Ayres  Brown 

XV.    Middle  Youth 149 

By  Harold  J.  Sheridan 


4  CONTENTS 

Chapter  Paqb 

XVI.    Lessons  for  Seniors 158 

By  Wade  Crawford  Barclay 

XVn.    The  Nurture  and  Training  op  Seniors 168 

By  Arlo  Ayres  Brown 

XVIII.    Later  Youth 177 

By  William  J.  Thompson 

XIX.    Lesson  Materials  for  Young  People 187 

By  Wade  Crawford  Barclay 

XX.    The  Training  op  Young  People 194 

By  Arlo  Ayres  Brown 

XXI.    Adult  Life 201 

By  William  J.  Thompson 

XXII.    Lesson  Materials  for  Adults 212 

By  Wade  Crawford  Barclay 

XXIII.  The  Training  of  Adult  Life 220 

By  Arlo  Ayres  Brown 

XXIV.  The  Call  to  Leadership 231 

By  Arlo  Ayres  Brown 


TRAINING   COURSES   FOR   LEADERSHIP 

The  world  to-day,  as  never  before,  presents  to 
Christian  young  people  unmeasured  opportunity  for 
service.  God  and  country  are  calling  for  volunteers. 
The  gains  of  civilization  and  the  future  progress 
of  truth  and  righteousness  are  at  stake.  The  world 
must  be  made  safe,  not  only  for  democracy,  but  for 
those  nobler  pursuits  of  unselfish  living  by  means  of 
which  alone  men  and  nations  achieve  their  highest 
destiny  and  make  their  largest  contribution  to  God's 
unfolding  plan  for  humanity. 

The  future  field  of  conquest  lies  in  individual 
human  hearts  and  minds.  The  method  of  progress 
is  through  Christian  education  and  united  social 
action.  The  source  of  inspiration  and  the  guarantee 
of  success  is  the  kinship  of  the  human  spirit  to  the 
Divine — the  fact  that  all  men  are  equal  in  the  sight 
of  God,  members  together  of  one  great  human  family 
and  children  of  the  same  heavenly  Father — a  truth 
revealed  to  us  in  the  religious  experience  of  mankind 
and  in  the  life,  the  words  and  the  works  of  Jesus 
who  is  the  world's  Emancipator  (Redeemer)  and 
its  greatest  Teacher.  The  final  struggle  for  the 
world's  uplift  takes  place  in  the  realm  of  ideals  and 
standards  of  human  conduct.  The  teachings  of  Jesus 
and  the  principles  of  action  that  he  proclaimed  are 
being  tested  anew  in  their  application  to  social,  civic, 
national,  and  international  aflfairs.  In  these  larger 
relationships   Christianity   must   contend   with   or- 

5 


6  INTRODUCTION 

ganized  forces  of  selfishness  and  brute  force,  with 
ideals  of  life  that  engender  hatred  and  not  love, 
strife  and  not  peace,  social  disintegration  and  not 
brotherhood.  But  in  this  conflict  of  principles  and 
ideals  Christianity  cannot  succeed  until  a  suflScient 
number  of  men  and  women  the  world  over  exemplify 
the  teachings  of  Jesus  consistently  in  their  personal 
mode  of  daily  living.  Nor  can  Christianity  triumph 
finally  until,  in  addition,  the  Christian  forces  of  the 
world  are  united  in  an  intelligent,  organized,  un- 
ceasing effort  by  word  and  by  example,  by  patient 
teaching  and  by  united  action  to  spread  those  teach- 
ings from  life  to  life,  from  group  to  group,  and  from 
land  to  land  until  the  thinking  and  the  daily  conduct 
of  people  everywhere  are  dominated  in  large  measure 
by  the  spirit  of  devotion  and  of  loyalty  to  the  same 
Christian  ideals. 

The  call  of  the  hour  is  for  trained  leadership  in 
the  work  of  Christian  education  and  in  united  social 
action.  It  is  a  call  especially  to  those  who  are  in  the 
prime  of  life  with  the  possibility  of  largest  service 
still  before  them.  The  need  is  urgent,  the  task  is  diflS- 
cult  and  there  are  no  exemptions.  To  hear  the  call 
and  to  realize  the  need  will  be  to  meet  the  test  of  life's 
greatest  opportunity  for  heroic  service.  Those  who 
respond  and  who  would  make  their  enlistment  count 
for  most  will  desire  further  preparation.  To  this  end 
every  church  in  every  community  should  become  a 
training  post  as  well  as  a  recruiting  station.  Courses 
and  text  books  have  been  prepared  especially  with 
a  view  to  fitting  students  for  this  new  and  hirger 
task  and  more  are  in  preparation.  A  convenient 
and  appropriate  course  with  which  to  begin  is  pre- 


INTRODUCTION  7 

sented  in  this  volume  dealing  with  some  underlying 
principles  of  "Life  in  the  Making."  Other  volumes 
of  equal  importance  and  value  are  listed  on  another 
page  under  the  title,  "Training  Courses  for  Leader- 
ship." This  series  of  text  books  is  intended  to 
furnish  necessary  equipment  for  intelligent  partici- 
pation and  leadership  in  the  work  of  winning  and 
training  others  for  active  membership  in  the  Chris- 
tian Church  for  the  work  of  world  evangelization. 

The  writers  of  this  book  are  experienced  teachers 
in  the  field  of  Christian  education.  In  its  prepara- 
tion they  have  worked  together  in  closest  collabora- 
tion so  that  every  chapter,  as  well  as  the  text  book 
as  a  whole,  in  a  sense  represents  the  thought  and 
judgment  of  the  group. 

For  the  detailed  editorial  supervision  in  the 
preparation  of  this  text  book  the  editors  are  in- 
debted to  Wade  Crawford  Barclay,  Associate  Editor 
of  Teachers'  Publications.  They  are  likewise  in- 
debted for  valuable  counsel  and  cooperation  to  Arlo 
Ayres  Brown,  Superintendent  of  Teacher  Training 
of  the  Board  of  Sunday  Schools  of  the  Methodist 
Episcopal  Church,  and  to  John  W.  Shackford,  Super- 
intendent of  Teacher  Training  of  the  General  Sun- 
day School  Board  of  the  Methodist  Episcopal 
Church,  South. 

The  book  is  sent  forth  with  the  sincere  hope  that 
it  may  point  the  way  to  new  standards  in  training 
courses  for  Christian  leadership  such  as  the  urgency 
of  the  present  need  demands. 

The  Editors. 


CHAPTER  I 
THE  NURTURE  OF  LIFE 

The  children  with  whom  we  have  to  do  in  the 
Sunday  school  are  alive.  A  wonderful,  invisible 
process  which  we  call  growth  has  them  in  its  grasp. 
Year  by  year,  day  by  day,  they  are  growing.  With- 
out thought  or  intention  on  their  own  part,  whether 
or  not  we  will  it,  they  continue  to  grow.  Without 
consulting  the  wishes  of  parents  or  friends,  without 
so  much  as  saying,  "By  your  leave,"  this  strange 
power,  which  cannot  be  resisted,  hurries  them  on 
through  successive  periods  of  life. 

At  a  certain  social  gathering  for  young  people 
each  person  present  had  been  requested  to  bring 
an  old  photograph  of  himself,  without  a  name  or 
other  mark  upon  it  to  identify  it.  The  pictures  were 
numbered,  then  passed  about  the  company  and  an 
effort  made  to  identify  them.  The  pastor,  a  man 
in  middle  age,  brought  three  pictures  of  himself — 
one  taken  in  infancy,  another  when  he  first  entered 
s5chool  at  six  years  of  age,  and  the  third  when  he  was 
wearing  his  first  pair  of  long  pants.  Many  of  the 
young  people  recognized  the  third  photograph  as 
that  of  their  minister,  although  some  did  not;  but 
no  one  in  the  entire  company  guessed  the  identity 
of  the  two  earlier  photographs.  Evidently,  this 
minister  had  passed  through  at  least  three  distinct 
periods  in  his  growth  to  middle  age.  In  fact,  every 
person  in  the  course  of  his  lifetime  passes  through 

9 


10  LIFE  IN  THE  MAKING 

four  periods,  namely,  infancy,  childhood,  youth, 
and  adult  life.  More  or  less  clearly  distinguishable 
stages  of  growth  may  be  recognized  within  these 
periods.  For  example,  we  recognize  that  childhood 
embraces  three  such  stages,  which  we  speak  of  as 
early  childhood,  middle  childhood,  and  later  child- 
hood, and  that  youth  likewise  has  three — early, 
middle,  and  later  youth. 

Growth  is  not  peculiar  to  the  physical  nature. 
The  mind,  as  well  as  the  body,  grows.  The  periods 
which  we  have  just  named  represent  stages  in  the 
intellectual  and  moral  life  as  well  as  in  the  bodily 
life.  The  youth  is  morally  and  religiously  as  dis- 
tinct from  the  infant  as  he  is  a  different  being 
physically. 

Growth  in  the  child,  just  as  in  the  plant,  is  from 
within.  It  results  from  the  working  of  an  inner 
principle  which  we  call  life.  While  growth  is  the 
normal  manifestation  of  life,  it  cannot  continue  un- 
less right  conditions  exist  and  unless  it  is  properly 
nourished.  By  the  nurture  of  life  we  mean  the  proc- 
ess of  aiding  growth  61/  providing  right  conditions 
and  proper  nourishment.  The  idea  of  nurture  is 
familiar  to  students  of  the  New  Testament.  Jesus 
gave  expression  to  it  when  he  said  to  Simon  Peter, 
"Feed  my  lamb^.  .  .  .  Feed  my  sheep"  (John  21. 
15,  17).  The  word  is  used  by  Paul  in  commanding 
parents  to  bring  up  their  children  "in  the  nurture 
and  admonition  of  the  Lord."  The  nurture  of  the 
physical  life  is  a  distinct  study  in  itself.  With  this 
study  we  are  not  concerned  in  this  course.  Our 
interest  is  rather  in  the  nurture  of  the  moral  and 
religious  life. 


THE  NUKTURE  OF  LIFE  11 

Everyone  knows  that  moral  and  religious  nurture 
is  the  responsibility,  first  of  all,  of  the  home.  No 
one  else  can  take  the  place  of  the  father  and  the 
mother  in  nurturing  the  child  in  religion.  But 
next  to  the  home  this  responsibility  rests  upon  the 
church,  and  secondly  only  to  the  parents  the  sacred 
responsibility  and  glorious  opportuuitj'^  of  the  nur- 
ture of  the  religious  life  devolves  upon  the  teacher. 
It  is  this  responsibility  and  opportunity  which 
makes  the  work  of  the  Sunday-school  teacher  a  task 
of  supreme  privilege.  It  would  seem  hardly  neces- 
sary to  say  that  for  such  a  task  the  most  conscien- 
tious and  thorough  preparation  is  necessary. 

What  are  the  first  steps  in  such  a  preparation? 
Is  it  not  clear  that  we  should  consider  somewhat 
more  in  detail  the  elements  of  this  all  important 
work  of  nurture  in  which  as  teachers  we  shall  be 
called  upon  to  engage? 

Pupil  Nature.  The  first  fundamental  principle 
which  it  is  necessary  for  us  to  understand  and  act 
upon  is  this :  TJie-Jtiature  o^4he  pupil  determines  the 
materials  and  methods  of  nurture.  Just  as  the 
gardener  knows  that  the  nature  of  the  plant  deter- 
mines the  soil  and  the  methods  of  culture  for  suc- 
cessful growth,  so  the  religious  teacher  should  un- 
derstand that  the  nature  of  the  pupi!,  and  not  her 
own  fancies,  must  be  determinative  if  there  is  to 
be  real  religious  nurture.  Says  Patterson  Du  Bois : 
"What  determines  whether  or  not  any  course  that 
I  choose  to  lay  out  for  a  child  either  in  the  physical 
or  spiritual  realm  is  nurture?  Manifestly,  the 
child's  nature  itself,  his  life  forces  and  their  laws 
of  action   must  be  the   determining  factor.  .    .    . 


12  LIFE  IN  THE  MAKING 

Observe — life,  nature,  decides  what  it  needs.  .    .    . 
Life  is  the  great  dictator." 

In  this  course,  therefore,  we  are  first  of  all  to 
study  the  life  and  nature  of  the  pupils  whom  we 
may  be  called  upon  to  teach.  By  this  we  mean  that 
we  are  to  seek  to  get  acquainted  with  them  and 
understand  them.  Does  this  seem  to  you  to  be  un- 
necessary? Is  your  first  impulse  to  say,  ''Why,  I 
already  know  many  children"?  Do  you  really  know 
them?  You  know  their  names,  and  where  they  live, 
and  some  of  the  things  they  do,  and  a  few  of  the 
things  that  they  think  and  say,  but  you  might  know 
much  more  and  yet  have  a  very  slight  understanding 
of  their  real  natures — their  interests,  their  hungers 
of  mind  and  heart,  and  their  moral  and  religious 
needs.  It  is  to  this  deeper  understanding  of  chil 
dren  that  this  study  is  designed  to  contribute.  Such 
a  brief  course  as  this  can  be  only  an  introduction 
to  the  great  subject  of  child  study.  It  is  a  subject 
to  which  a  lifetime  of  study  might  profitably  be 
given.  But  this  will  serve  at  least  as  an  introduc- 
tion, indicating  the  lines  which  more  thorough  study 
may  take  and,  it  is  to  be  hoped,  creating  the  desire 
and  inspiring  a  determination  for  such  study. 

The  best  way  to  become  an  adept  in  child  study 
is  to  study  children  themselves,  but  some  study  of 
books  is  necessary  for  direction  in  first-hand  obser- 
vation and  study  of  child  life  and  for  the  intelligent 
interpretation  of  what  is  observed  and  discovered. 
During  the  study  of  this  course  it  will  be  desirable 
to  observe  and  converse  with  pupils  of  all  the  vari- 
ous age  periods  as  much  as  possible,  checking  up  in 
your  mind  what  you  see  in  them  of  the  character- 


THE  NURTURE  OF  LIFE  13 

istics  and  interests  discussed  in  the  lesson.  Or, 
better  still,  reserve  a  space  in  your  notebook  in  con- 
nection with  each  lesson,  in  which  to  jot  down 
examples  and  original  illustrations  either  in  con- 
firmation or  in  apparent  contradiction  of  statements 
made  in  the  lessons.  * 

In  our  study  of  pupil  nature  we  will  take  up  the 
successive  periods  of  development  in  order,  devoting 
a  lesson  to  each.  This  plan  of  study  should  not  be 
understood  to  imply  that  each  of  the  eight  periods 
can  be  sharply  distinguished  from  those  which  pre- 
cede and  follow.  For  example,  there  is  no  visible 
line  dividing  early  childhood  from  middle  child- 
hood; there  is  no  month  or  day  previous  to  which 
children  are  in  middle  childhood  and  after  which 
they  are  in  later  childhood.  The  most  marked  break 
is  that  between  later  childhood  and  early  youth,  but 
so  far  as  the  calendar  is  concerned  it  is  difficult 
to  locate,  and  since  there  is  a  great  deal  of  individ- 
ual variation,  psychologists  disagree  as  to  whether 
in  general  statements  the  twelfth  year  should  be  in- 
cluded as  a  part  of  childhood  or  considered  as  the 
first  year  of  youth. 

Materials  of  Nurture.  One  purpose  of  our  study 
of  pupil  nature,  as  we  have  seen,  is  to  discover  the 
proper  materials  of  nurture  for  each  period  of  the 
developing  life.  To  the  child  gardener  all  materials 
of  instruction  are  subservient  to  the  nurture  of  the 
religious  life.  Their  value  is  determined  by  their 
ability  to  meet  the  needs  of  the  pupil.  His  moral 
and  religious  welfare  is  more  than  subject  matter. 
Not  information  or  knowledge  but  religious  growth 
is  the  end  desired.     What  shall  it  profit  the  pupil 


14  LIFE  IN  THE  MAKING 

to  possess  the  whole  world  of  religious  knowledge 
if  at  a  particular  period  of  his  growth  he  lacks  that 
upon  which  his  soul  may  be  nourished? 

When  we  ask  what  determines  whether  given 
material  will  nurture  the  moral  and  religious  life 
at  a  particular  period,  we  are  brought  face  to  face 
with  the  principle  already  stated,  namely,  The 
nature  of  the  pupil  determines  the  materials  and 
methods  of  nurture.  That  is,  the  law  that  should 
govern  the  selection  of  teaching  material  is  that 
law  which  God  has  written  in  the  child's  own  nature. 
If  the  pupil  is  to  grow,  he  must  have  food  for  his 
present  needs,  just  that  truth  which  is  suited  to 
meet  to-day's  needs.  Lessons  will  not  suffer  by 
being  made  to  wait ;  the  pupil  may. 

If,  now,  it  is  asked  how  the  needs  of  the  pupil  are 
to  be  discerned,  our  answer  is  that  the  most  signifi- 
cant single  indication  is  the  pupil's  interest.  For 
the  religious  teacher  there  is  no  more  significant 
word.  "Interest,  like  hunger,  is  an  expression  of 
need."  The  second  thing  to  be  said  is  that  when 
in  our  study  of  the  pupil  we  clearly  understand  a 
particular  need  of  his  religious  life,  we  know  the 
kind  of  lesson  material  required  to  meet  it.  The 
definition  of  the  need  defines  the  character  of  lesson 
material. 

It  is  related  that  one  day  at  the  front  in  France, 
when  death  and  destruction  were  all  around  and 
none  knew  how  soon  he  might  be  summoned  into  the 
presence  of  God,  several  soldiers  desired  Bibles.  But 
only  one  was  available.  To  solve  the  difficulty  the 
only  Bible  was  torn  into  sections,  each  soldier  re- 
ceiving a  section.     In  a  way  which  might  be  com- 


THE  NURTURE  OF  LIFE  15 

pared  to  this  we  have  in  the  past  selected  lessons 
for  our  Sunday-school  pupils.  With  our  thought 
only  upon  dividing  the  Bible  into  lessons  we  have 
given  one  brief  section  to  pupils  of  all  ages  on  one 
day,  and  another  section  on  the  next  Sunday,  and 
so  on.  But  the  principle  upon  which  an  increasing 
number  of  teachers  are  proceeding  and  that  upon 
which  we  proceed  in  this  course  is  very  different. 
We  study  the  pupil  to  understand  his  religious 
needs,  and  then  choose  our  lessons  accordingly.  On 
this  principle,  following  the  study  of  each  period 
of  the  life  of  the  pupil  we  consider  what  lessons  are 
suited  for  that  age. 

Other  Means  of  Nurture.  It  is  clear  that  nurture 
as  a  process  is  similar  to  feeding,  but  the  nurture 
of  the  moral  and  religious  life  includes  more  than 
supplying  that  upon  which  it  can  feed.  The  gar- 
dener well  knows  that  the  plants  and  flowers  in  his 
garden  need  more  than  merely  plant  food.  Air, 
sunshine,  and  cultivation  are  essential  to  growth 
and  are  all  a  part  of  nurture.  So  also  is  it  in  the 
garden  of  souls;  the  process  of  nurture  is  that  of 
providing  the  right  environment,  proper  spiritual 
food,  opportunities  for  expression,  and  that  personal 
counsel  and  guidance  which  is  as  necessary  as  the 
attention  and  care  given  by  the  gardener  to  his 
flowers  or  the  shepherd  to  his  lambs.  The  order  of 
chapters  in  this  book  provides  for  the  consideration 
of  the  general  means  of  nurture  of  pupils  of  each 
age  period  following  the  study  of  the  period  and  the 
discussion  of  the  lessons  which  its  needs  require. 
In  the  presentation  of  the  general  means  of  nurture 
emphasis  is  placed  principally  upon  the  personality 


16  LIFE  IN  THE  MAKING 

of  the  teacher;  suitable  equipment;  programs  for 
worship  and  service  and  other  expressional  activi- 
ties. In  these  chapters,  as  in  the  other  sections  of 
the  book,  a  thorough  treatment  is  not  attempted, 
but,  rather,  there  is  presented  a  vivid  glimpse  of 
some  of  the  essentials,  expecting  that  with  this  be- 
ginning the  prospective  worker  will  be  started  on 
an  intensive  study  of  the  methods  to  be  used  with  the 
particular  age  group  with  which  he  desires  to  work. 

Thought  Questions 

1.  As  you  look  back  over  your  own  life  are  you  conscious 
of  having  passed  through  successive  periods  of  physical  and 
mental  development?  V/hat  periods  seem  especially  distinct 
to  you? 

2.  Has  your  religious  life  also  been  characterized  by 
grow^th? 

3.  What  means  now  seem  to  you  to  have  been  most  in- 
fluential in  aiding  the  growth  of  your  Christian  character? 


i^y^ 


4  CHAPTER    II 

INFANCY 

In  one  of  the  scenes  in  Maeterlinck's  story  "The 
Bluebird"  we  are  given  a  glimpse  of  the  land  where 
the  unborn  babies  live.  There  they  are,  waiting  for 
Father  Time  to  come  and  carry  them  off  to  the 
earth.  One  has  his  box  of  crimes  all  ready  to  bring 
with  him;  another  the  good  deeds  which  he  shall 
perform  in  the  years  to  come.  It  is  only  a  poet's 
fancy,  and  we  cannot  believe  that  each  newborn 
babe  comes  to  earth  destined  to  live  a  certain  life. 
Yet,  as  we  look  at  a  wee  infant  for  the  first  time 
and  wonder  what  the  future  will  mean  for  him, 
we  are  glad  to  know  that,  although  he  is  not  already 
fully  armed  with  his  good  deeds,  he  does  bring  a 
precious  treasure.  Ee  brings  the  possibility  for 
growth.  He  possesses  the  capability  for  develop- 
ment. Just  how  he  shall  grow,  just  what  direction 
his  development  shall  take,  depends,  in  a  large 
measure,  upon  those  who  are  intrusted  with  his 
care  and  training. 

A  little  child  a  day  old  lies  in  his  crib.  After  a 
long  sleep  he  is  just  waking.  We  bend  over  him 
and  look  into  the  tiny  eyes  just  opening;  we  smile, 
we  speak  to  him.  He  gazes  at  us,  but  with  never 
an  answering  smile.  We  are  slightly  disappointed. 
Does  he  see  us  at  all?  we  wonder.     His  daily  life 

17 


18  LIFE  IN  THE  MAKING 

is  one  round  of  eating  and  sleeping.  His  only  feel- 
ings seem  to  be  those  of  hunger  and  satisfaction, 
comfort  and  discomfort. 

Beginning  to  Learn.  The  days  pass.  Each  day 
the  program  of  sleep,  food,  bath,  and  outing  in 
the  fresh  air  has  been  rigorously  followed.  The  baby 
seems  to  be  learning  to  know  this  program  almost 
as  well  as  his  mother.  If  his  bath  is  delayed,  he 
becomes  restless  and  cross.  The  feeble  wail  that 
voices  his  desire  for  food  has  been  so  often  rewarded 
that  he  forms  the  habit  of  crying  when  he  is  hungry. 

Now,  in  these  early  days  the  emphasis  is  usually 
on  the  physical  side  of  life.  Most  parents  recognize 
the  necessity,  for  the  sake  of  their  children's  health, 
of  having  their  babies  form  regular  physical  habits. 
Few  of  them,  however,  realize  what  an  important 
bearing  these  early  habits  have  on  character  develop- 
ment. 

Have  you  ever  known  a  child  who  was  "spoiled"? 
Did  you  try  to  discover  what  factors  contributed  to 
the  "spoiling"?  Sometimes  children  form  bad 
habits  simply  by  being  left  alone  to  do  as  they 
please.  Very  often,  however,  the  parents  themselves 
unwittingly  participate  in  the  development  of  the 
undesirable  characteristics.  A  certain  child  a  few 
months  old  refused  to  sleep  at  night  unless  some 
one  sat  up  and  held  her.  Do  you  suppose  that  she 
really  found  that  position  more  comfortable  than 
lying  in  bed?  Hardly.  It  is  probable  that  some 
one  had  held  her  one  night  when  she  was  particu- 
larly cross,  and  so  the  habit  was  started. 

A  mother  who,  whenever  her  baby  cried,  gave  her 
a  small  muslin  bag  filled  with  sugar  was  not  only 


INFANCY  19 

ruining  her  digestion,  but  she  was  training  her  to 
expect  to  be  bought  off  with  treats  every  time  she 
was  lonesome  or  annoyed.  A  child  ivJio  is  not 
"spoiled''  has  not  usually  just  grown  that  way.  It 
is  more  likely  that  he  has  been  carefully  trained. 

A  very  young  baby  is  capable  of  being  taught  that 
it  is  useless  to  cr^-  unless  lie  is  really  suffering.  If 
he  learns  that  lesson  in  infancy,  he  will  be  able 
to  meet  the  little  disappointments  and  discourage- 
ments which  come  later  on  without  crying  and  mak- 
ing a  scene.  By  the  time  the  child  is  five  or  six 
probably  three  fourths  of  his  behavior  is  the  result 
of  habits  already  formed.  His  parents  have  either 
allowed  his  habits  to  be  formed  at  random  or  they 
have  consciously  striven  to  develop  them.  In  view 
of  the  fact  that  the  habits  are  being  developed  at 
this  time,  whether  or  not  any  deliberate  attempt  is 
being  made  at  habit  formation,  most  parents  will 
realize  the  need  of  definitely  assisting  in  the  process 
of  character-building. 

"Better  Babies"  societies  are  doing  a  great  work 
in  educating  the  public  as  to  the  necessity  of  caring 
for  the  child's  physical  welfare.  In  the  light  of 
what  has  just  been  said  it  will  be  evident  that  such 
movements,  whether  or  not  they  are  consciously 
striving  to  do  so,  make  a  decided  contribution  to 
the  character  development  of  the  young.  A  prize 
baby  is  very  likely  to  be  on  a  fair  way  to  the  pos- 
session of  a  fine  physique  and  of  many  other  desir- 
able characteristics  as  well. 

We  have  seen  how  quickl}^  habits  are  formed.  If 
we  are  to  satisfactorily  assist  in  the  development  of 
such  habits,  it  will  be  necessary  for  us  to  become 


20  LIFE  IN  THE  MAKING 

more  thoroughly  familiar  with  the  process  by  which 
the  baby  learus. 

The  Process  of  Learning.  The  young  babe  is  very 
restless.  He  seems  to  be  always  twisting  and  squirm- 
ing. Even  when  he  sleeps  he  moves  his  arms  and 
legs.  By  the  time  he  is  six  months  old  he  becomes 
hard  to  hold,  because  he  will  not  sit  quietly,  but  is 
continually  pushing  with  his  feet  and  legs,  as  if 
he  wanted  to  see  if  he  could  stand.  He  is  growing 
rapidly.  His  muscles  are  becoming  strong.  He 
must  use  them.  That  is  the  only  way  he  has  to  exer- 
cise them.  As  he  exercises  he  grows  still  stronger. 
For  this  reason  the  old-fashioned  pinning  blanket 
and  long  skirts  are  being  abandoned.  The  baby 
needs  room  to  kick. 

Incidentally,  his  efforts  to  exercise  his  growing 
body  further  his  mental  development.  One  day 
as  he  is  lying  in  his  crib  aimlessly  moving  his  arms, 
he  touches  his  rattle.  The  rattle  moves.  The  noise 
attracts  his  attention.  The  baby  discovers  that  he 
has  made  the  rattle  move  and  he  deliberately  at- 
tempts to  touch  it  again.  Gradually  he  becomes 
able  to  hit  the  rattle  whenever  he  desires  to  do  so. 
This  involves  getting  control  of  his  muscles,  but 
more  important  still  is  the  fact  that  the  child  is 
also  making  discoveries  about  the  rattle,  or,  as  we 
say,  he  is  gaining  experience.  Have  you  ever  ob- 
served a  young  baby  making  experiments  similar 
to  this?  You  will  find  it  interesting  to  watch  him 
as  his  experience  increases  from  day  to  day. 

Do  you  sometimes  wonder  why  young  children 
love  to  pull  their  playthings  to  pieces?  It  is  diffi- 
cult to  say  just  why  they  do  this,  but  two  explana- 


INFANCY  21 

tions  may  be  suggested.  Children  seem  to  enjoy 
feeling  that  they  are  doing  something,  making  some- 
thing happen.  So  they  are  continually  manipulat- 
ing things.  They  are  also  very  curious.  These  ten- 
dencies— curiosity  and  the  desire  to  manipulate — 
are  responsible  for  much  of  their  conduct.  They 
lead  them  into  a  great  deal  of  so-called  naughtiness, 
but  at  the  same  time  they  are  indispensable  to  their 
development. 

A  man  carrying  a  young  child  entered  a  crowded 
street  car.  As  there  were  no  empty  seats,  he  was 
obliged  to  stand  and  become  a  "strap-hanger."  No 
sooner  had  the  man  taken  hold  of  the  strap  than  the 
child  reached  up  to  take  hold  of  a  strap  too.  The 
man  held  him  high  enough  for  him  to  comfortably 
hold  on  to  the  strap  and  he  was  contented  and  quiet 
during  the  whole  journey.  Have  you  ever  noticed 
a  child  trying  to  do  something  which  some  one  else 
is  doing?  This  tendency  is  very  prominent  from 
about  the  end  of  the  first  year.  If  his  mother  pokes 
the  fire,  he  wants  to  poke  it.  He  does  it  not  only 
once  but  many  times.  He  wants  to  imitate  every 
one  and  probably  will  repeat  the  performance  again 
and  again.  He  has  made  a  new  discovery  and  is 
experimenting  with  it.  This  too  is  a  method  of 
gaining  experience. 

As  the  child  grows  from  babyhood  into  childhood 
he  becomes  even  more  active.  The  characteristics 
which  manifested  themselves  for  the  first  time  be- 
fore he  was  a  year  old  become  more  pronounced.  By 
the  time  he  is  three  years  old  he  is  a  busy  little 
creature.  When  he  is  four  and  five,  though  other 
characteristics  begin  to  appear,  we  still  find  him 


22  LIFE  IN  THE  MAKING 

experimenting,  pulling  things  apart,  imitating  and 
using  his  muscles. 

The  Beginnings  of  Moral  Training.  We  have  al- 
ready noted  that  the  formation  of  earliest  habits  has 
its  moral  significance.  It  is  important  to  recognize 
what  is  right  and  what  is  wrong  in  the  conduct  of 
the  little  child.  Many  a  child  is  considered 
"naughty"  when  he  is  simply  doing  something  which 
he  cannot  help  doing  and  needs  to  do  if  he  is  to 
develop  normally.  But  these  things  do  sometimes 
interfere  with  the  comfort  and  welfare  of  other 
people.  Is  it  necessary  for  grown-ups  to  suffer 
simply  because  there  is  a  child  in  the  house?  Have 
you  ever  heard  a  mother  complaining  that  she  has 
had  to  put  away  all  her  pretty  bric-a-brac  since  baby 
came?  Whenever  a  group  of  people  are  trying  to 
live  together  there  is  need  for  consideration  of  the 
rights  of  one  another.  This  rule  applies  to  children  as 
well  as  to  adults.  There  are  some  things  belonging 
to  the  adults  which  must  not  be  destroyed  no  mat- 
ter how  much  baby  needs  opportunity  for  manipula- 
tion. A  child  of  teu  mouths  was  creeping  around 
when  she  was  attracted  bj^  her  grandmother's  sew- 
ing basket.  Immediately  she  turned  and  reached 
out  toward  it.  In  another  minute  she  would  have 
been  reveling  in  that  basket,  much  to  the  damage  of 
the  contents.  But  a  voice  roused  her.  "No,  no, 
Margaret!"  Margaret  paused,  looked  at  her  grand- 
mother and  then  at  the  basket.  She  knew  well  what 
grandmother's  "No,  no,"  meant,  and  very  wisely  she 
turned  aside  to  find  something  else  to  \)\ay  with. 

It  is  hardly  fair,  however,  and  quite  unwise  to 
be  always  saying,  "No,  no."    Whenever  a  pleasure 


INFANCY  23 

has  to  be  denied  it  is  advisable  to  try  at  once  to 
provide  something  to  take  its  place.  Then,  too,  the 
child  must  have  some  possessions  which  are  his  to 
use  as  he  chooses.  Strong  toys  are  needed  with 
which  he  can  experiment.  While  it  is  not  desirable 
to  have  the  front  porch  strewn  with  gravel,  it  is 
surely  possible  to  have  some  place  in  every  home 
where  the  children  may  play  as  they  feel  inclined. 
A  place  of  their  own  to  play  in,  where  there  is 
nothing  they  can  harm  or  spoil,  toys  of  their  own 
to  do  as  they  choose  with — these  will  be  a  fair  re- 
turn for  any  pleasures  which  have  to  be  denied. 

Have  you  ever  seen  a  child  of  two  or  three  who 
was  "showing  off"?  Did  you  realize  that  the  show- 
ing off  was  as  much  the  fault  of  the  audience  as  of 
the  actor?  Young  children  are  very  susceptible  to 
the  approval  and  disapproval  of  older  people.  When 
Frances  was  three  she  was  the  pet  of  all  the  older 
girls  in  Sunday  school.  After  school  was  over  she 
usually  found  herself  the  center  of  an  adoring  group. 
In  her  efforts  to  win  their  applause  she  frequently 
said  and  did  very  foolish  things.  So  strong  was  her 
desire  for  their  approval  that  as  long  as  any  of  them 
laughed  at  her  foolishness  her  mother  could  not  get 
her  to  cease. 

It  is  during  this  period  that  fears  and  likes  and 
dislikes  are  acquired.  Often  the  child  reflects  the 
emotional  attitudes  of  those  around  him.  Perhaps 
a  thunderstorm  is  raging,  and  a  mother  and  her 
son  are  alone  in  the  storm.  With  terror  in  her 
face  the  mother  holds  her  child  close  to  her  as  she 
trembles  and  shakes.  It  is  probable  that  try  as  he 
may   in   later   years,   that   child   will   never   quite 


24  LIFE  IN  THE  MAKING 

overcome  his  fear  of  storms.  It  would  have  been 
well  worth  the  effort  if  that  mother  had  suppressed 
her  fear  and,  taking  her  child  to  the  window,  had 
pointed  to  the  flashes  of  lightning  and  said,  "Pretty, 
baby,  pretty!"  The  child's  first  impression  of  a 
thunderstorm,  and  the  one  which  he  would  likely 
have  retained  through  life,  would  have  been  quite 
different.  Many  people  have  strange,  unreasonable 
fears  which,  if  they  could  be  traced  back,  no  doubt 
originated  during  these  impressionable  years.  A 
happy  home  life  is  the  most  necessary  Jactor  in  the 
child's  development  at  this  time.  If  he  is  to  become 
affectionate,  he  must  have  plenty  of  love  and  oppor- 
tunity for  loving.  Since  he  is  sensitive  to  approval, 
he  needs  some  one  who  is  appreciative  when  he  is 
doing  his  best.  Often  a  parent  who  has  punished 
a  child  will  be  surprised  to  have  the  child  come 
creeping  up  and  whisper,  "Kiss  me,  daddy!"  The 
child  feels  that  he  is  out  of  right  relationship  to 
his  parent  and  longs  to  have  that  relationship  re- 
stored. The  parent  should  not  fail  to  at  least  meet 
the  child  half  way. 

A  Place  in  the  Church.  What  share  is  the  church 
to  have  in  the  child's  development  in  this  period? 
Through  the  home  the  Sunday  school  comes  into 
relation  with  the  child  when  he  is  very  young.  In 
many  of  our  schools  there  are  parents'  associations 
and  even  classes  where  are  discussed  the  problems 
which  parents  meet  in  the  training  of  their  chil- 
dren. In  some  communities  these  classes  must  con- 
cern themselves  largely  with  the  physical  care  of 
the  babies.  In  other  places  the  parents  are  either 
better  able  to  care  for  their  young,  or  other  agencies 


INFANCY  25 

are  assisting  them,  and  the  church  is  free  to  place 
all  the  emphasis  on  teaching  the  parents  how  to 
care  for  the  moral  and  religious  needs  of  their 
families. 

In  addition  to  this  the  Sunday  school  gets  a 
direct  contact  with  the  children  through  the  Cradle 
Roll.  We  show  in  this  way  that  we  feel  an  interest 
in  and  a  responsibility  for  the  infants  who  come  into 
our  church  family.  The  days  slip  by  quickly,  and 
it  is  not  very  long  before  the  wee  babes  whose  names 
we  so  recently  placed  on  our  Cradle  Roll  are  ready 
to  come  to  Sunday  school.  Our  Beginners'  Depart- 
ment is  planned  to  meet  the  needs  of  children  of 
four  and  five  years.  Many  parents,  however,  send 
their  children  to  Sunday  school  before  they  are  four. 
To  meet  the  needs  of  these  little  children  we  have 
the  Cradle  Roll  and  a  course  called  "Object  Les- 
sons for  the  Cradle  Roll."  From  your  acquaintance 
with  children  under  four  years  old  could  you  sug- 
gest some  things  which  such  a  course  would  need 
to  take  into  account?  You  will  find  it  interesting 
to  procure  a  copy  of  the  book  and  see  how  the 
characteristics  and  needs  of  the  child  have  been 
taken  account  of  in  the  course. 

In  some  Sunday  schools  there  are  but  one  or  two 
three-year-olds  in  attendance.  It  does  not  seem 
desirable  to  try  to  make  a  separate  class  out  of 
them.  What,  then,  is  to  be  done?  It  must  be  re- 
membered that  some  children  develop  much  more 
rapidly  than  others.  We  often  find  children  of 
three  who  are  quite  as  far  advanced  as  some  who  are 
already  in  the  Beginners'  Department.  In  view  of 
the  fact  that  part  of  the  work  may  be  too  advanced 


26  LIFE  IN  THE  MAKING 

for  them,  they  will  hardly  be  expected  to  take  a 
keen  interest  in  some  of  the  stories  or  to  understand 
some  of  the  words  used.  They  must  not  be  over- 
taxed. Allowance  for  individual  differences  can  easily 
be  made  b}^  the  teacher  without  interfering  in  any 
way  with  the  ordinary  procedure  of  the  class.  There 
will  still  be  much  which  the  three-year-old  in  the 
Beginners'  Department  can  do.  A  quiet  and  rever- 
ent attitude  may  be  learned  from  the  older  children. 
It  is  to  be  expected  that  a  three-year-old  child  will 
enter  heartily  into  any  handwork  or  exercise  in 
which  there  is  opportunity  for  physical  activity. 
The  fact  that  a  little  help  and  direction  will  be 
needed  may  be  turned  to  good  account.  It  will  give 
the  older  boys  and  girls  an  opportunity  to  develop 
a  spirit  of  helpfulness.  Whether  it  be  in  helping  the 
parents  to  solve  some  of  their  problems,  or  whether 
it  be  in  the  training  and  care  of  the  children  in  the 
Sunday  school,  it  will  be  seen  that  the  church  must 
assume  a  large  share  in  the  development  of  these 
young  lives. 

Thought  Questions 

1.  Describe  an  instance  oi  how  a  young  child  you  know 
developed  an  undesirable  habit. 

2.  Give  instances  of  people  who  have  unreasonable  fears 
V,^       and  dislikes  which  can  be  traced  to  infancy. 

"'~^~>3.  In  what  v/ays  have  you  known  a  church  to  attempt  to 
do'  its  share  in  aiding  the  growth  of  the  young  child's 
character? 


CHAPTER    III 
EARLY    CHILDHOOD 

Allan  arrived  at  Sunday  school  quite  out  of 
breath  after  his  long  walk  through  the  snow.  He 
was  struggling  with  his  heavy  coat  when  the  teacher 
spied  him  and  sent  one  of  the  older  pupils  to  help 
him.  But  Allan  refused  all  assistance.  "I'll  do  it 
myshelf !"  he  said. 

Katharine  and  her  mother  were  out  for  supper. 
The  mother  was  somewhat  nervous  about  her  small 
daughter's  table  manners  and  was  trying  to  help 
her  in  every  possible  way.  This  became  very  irk- 
some to  Katharine,  and  when  the  muffins  were 
passed  she  hastily  snatched  one  and  screamed,  "Let 
me  butter  it,  let  me  butter  it  my  own  self!" 

James  was  out  walking  with  his  nurse.  There 
were  many  slippery  places  on  the  sidewalk,  and 
nurse  took  James  by  the  hand  and  said,  "Give  me 
your  hand,  James,  or  you  will  fall."  James  quickly 
jerked  his  hand  away.  Though  he  walked  very  close 
to  nurse  and  was  evidently  trying  to  be  careful,  he 
would  not  allow  her  to  hold  his  hand. 

Do  these  stories  remind  you  of  any  instances  from 
the  lives  of  the  children  you  know?  Would  you 
hazard  a  guess  as  to  how  old  these  children  were? 
Perhaps  you  have  never  before  suspected  that  such 
acts  had  any  connection  whatever  with  the  age  of 
the  child. 

Sunday  school  was  over.  Above  the  noise  and 
27 


28  LIFE  IN  THE  MAKING 

clatter  of  preparations  for  going  home  a  loud  scream 
was  heard.  In  an  upper  hallway,  surrounded  by 
a  bewildered  group  of  grown-ups,  Rigby  was  lying 
in  a  heap  on  the  floor.  His  face  was  buried  in  his 
hands.  He  would  not  speak  to  anyone;  he  would 
not  allow  anyone  to  touch  him.  When  efforts  to 
rouse  him  became  unpleasant  he  screamed  aloud. 
"What  is  the  matter  with  Rigby?"  everyone  was 
asking.  But  no  one  seemed  to  know.  Just  a  few 
moments  before  he  had  been  loitering  in  the  hall 
when  his  nurse  had  reproved  him,  telling  him  to 
hurry  up  and  put  on  his  coat.  Rigby  declined.  The 
nurse  tried  to  force  him.  Rigby  struggled.  When 
she  made  further  efforts  he  threw  himself  down  in 
this  way  and  refused  to  move  or  speak. 

Allan's  independent  determination  not  to  accept 
help  from  anyone,  and  Rigby's  violent  refusal  to 
act  on  the  nurse's  suggestion  about  putting  on  his 
wraps  were  indications  that  both  of  these  children 
had  reached  a  stage  in  child  development  which  may 
come  any  time  after  the  third  birthday. 

The  Realization  of  Personality.  In  the  last  chapter 
we  have  seen  how,  in  his  baby  days,  the  child  grew 
strong  and  enlarged  his  stock  of  experience. 
Throughout  it  all,  however,  he  did  not  seem  to 
realize  that  he  was  a  person  distinct  from  the  other 
persons  in  his  circle  of  acquaintances.  At  first  he 
did  not  even  know  that  his  feet  and  ears  and  the 
other  parts  of  his  body  were  really  a  part  of  him- 
self. He  pulled  and  tugged  at  them  just  as  he  pulled 
at  his  playthings,  and  he  often  hurt  himself.  Then 
when  he  began  to  think,  lie  did  not  know  that  every- 
one else  did  not  share  his  thoughts. 


EARLY  CHILDHOOD  29 

But  now,  since  his  experience  has  broadened,  he 
becomes  conscious  of  the  difference  between  "mine" 
and  "yours,"  In  the  occasional  conflict  of  wills 
he  discovers  that  he  does  not  have  to  submit  to  the 
will  of  his  mother  unless  he  wishes  to  do  so.  He 
learns  that  he  possesses  a  personality  of  his  oivn. 
When  this  feeling  of  being  an  individual  comes,  it 
shows  itself  in  his  conduct.  It  does  not  come  to 
all  children  at  the  same  time  nor  to  the  same  degree. 
Thus  the  acts  which  tell  us  that  it  is  present  vary 
greatly.  If  the  child  is  tired  or  ill,  it  is  probable 
that  he  will  be  disagreeable  about  it.  With  some 
stronger  personalities  the  independent  spirit  will 
manifest  itself  in  acts  like  Rigby's. 

This  phase  of  the  child's  development  presents 
a  serious  problem.  Parents  and  teachers  are  apt  to 
smile  when  it  is  simply  a  question  of  the  child 
insisting  on  not  accepting  help.  They  are,  how- 
ever, extremely  puzzled  and  vexed  when  the  self- 
assertiveness  assumes  a  more  violent  and  unpleas- 
ant form. 

To  deal  helpfully  with  either  case  a  sympathetic 
understanding  of  what  lies  behind  the  act  is  neces- 
sary. This  is  the  time  for  the  development  of  in- 
dividuality. Merely  to  forcefully  repress  all  efforts 
of  self-assertiveness  probably  would  cause  the  child 
to  become  weak-willed.  On  the  other  hand,  there 
is  grave  danger  of  allowing  the  child,  whose  sense 
of  individuality  becomes  very  prominent,  to  develop 
into  a  self-willed  tyrant.  If  the  child  is  shy  and 
retiring,  he  needs  to  be  encouraged  in  his  desire  to 
help  himself.  If  he  is  extremely  self-assertive,  while 
no  attempt  should  be  made  to  "break  his  will,"  it 


30  LIFE  IN  THE  MAKING 

is  important  that  he  be  taught  to  respect  the  wishes 
of  other  people, 

"Thomas,  I  cannot  understand  what  makes  you 
ask  so  many  questions.  I  wish  you  would  run  away 
and  stop  bothering  me,"  says  an  exasperated  mother 
who  is  quite  too  much  absorbed  in  her  household 
duties  to  think  of  the  reason  why  the  stars  do  not 
fall  out  of  the  sky.  We  sympathize  with  the  mother, 
but  what  of  Thomas?  Is  there  nothing  to  be  said  on 
his  behalf?  Is  it  simply  the  desire  to  be  a  nuisance 
which  prompts  him  to  ask  his  never-ending  ques- 
tions? Of  course  not.  Thomas's  problems  are  very 
real. 

Thomas  has  just  recently  discovered  that  he  and 
all  the  other  members  of  his  circle  are  individuals, 
each  with  his  own  characteristics  and  each  having 
a  name.  Now  he  wants  to  know  the  name  of  every 
person  and  thing  which  he  encounters.  His  widen- 
ing experience  soon  tells  him  that  most  things  have 
causes.  He  comes  in  from  his  play  with  his  stock- 
ing torn.  Immediately  he  is  asked,  "How  did  you 
tear  your  stocking?"  Mother  finds  the  front  porch 
covered  with  gravel,  and  again  the  question  comes, 
"Wlio  i)ut  the  gravel  on  tlie  front  porch?"  So  he 
begins  to  ask  his  questions.  Mother  considers  it 
jjerfectly  reasonable  for  anyone  to  want  to  know 
how  holes  come  in  stockings,  and  how  gravel  gets 
on  the  porch,  but  when  it  comes  to  wanting  to 
know  how  the  stars  are  held  in  the  sky  she  thinks 
it  rather  foolish.  Perhaps  the  reason  why  she  thinks 
Thomas's  question  unimportant  is  because  she  long 
ago  satisfied  her  curiosity  about  the  stars.  When 
the  child  is  four  and  five  years  old,  then,  is  the  time 


EARLY  CHILDHOOD  31 

that  he  gets  a  simple  philosophy  which  forms  the 
basis  of  all  his  later  thinking.  Recall  the  situation 
he  is  facing'.  He  has  suddenly  wakened  up  in  a  per- 
fectly amazing  universe.  Everything  is  new  and 
strange.  He  has  just  realized,  too,  his  ability  to  take 
his  place  in  that  universe.  Just  as  quickly  as  pos- 
sible he  wishes  to  share  in  the  new  order  of  things. 
So  he  asks  his  never-ending  questions.  He  has 
problems  which  he  must  have  solved.  Pretty  soon 
he  will  have  what  is,  for  him,  a  fairly  satisfactory 
theory  to  which  he  may  add  later  on.  Then  he  will 
turn  his  thoughts  to  more  practical  problems.  But 
just  now  he  must  not  be  scolded  and  sent  away  un- 
answered. Neither  is  it  wise  to  tell  him  everything. 
He  should  be  given  a  certain  amount  of  information 
and  encouraged  to  think  other  things  out  for  him- 
self. Sunday-school  teachers  will  appreciate  the 
opportunity  which  comes  to  them  to  tell  of  the 
Father  whose  love  and  care  lie  behind  the  world  of 
nature. 

Appreciation  of  Stories.  With  this  increasing  store 
of  information  comes  the  ability  to  appreciate 
stories.  Have  you  ever  tried  to  tell  a  story  to  a 
very  young  child?  Were  you  disappointed  in  his 
lack  of  interest  and  enjoyment?  If  you  wish  to 
know  just  about  how  complicated  a  story  a  child 
of  two  and  a  half  or  three  years  can  follow,  get  one 
of  them  to  tell  you  a  story.  It  will  be  very  brief 
and  simple,  really  not  a  story  at  all  but  an  incident. 
His  experience  is  too  limited,  his  knowledge  too 
slight  for  him  to  follow  a  real  story.  But  in  this 
second  stage  of  child  development  comes  the  power 
to    appreciate    real    stories.      True,    they    must    be 


32  LIFE  IN  THE  MAKING 

simple,  but  they  are  stories.  With  the  ability  to 
listen  to  stories  comes  the  desire  to  have  them  told. 

If  you  have  observed  young  children  at  play,  you 
will  recall  how  imaginative  they  are.  One  day  when 
Kendall,  who  was  five,  was  at  his  play  a  neighbor 
stopped  to  chat  with  him.  As  they  talked  the 
woman  stepped  quite  close  to  some  sticks  and  stones 
with  which  the  child  had  been  playing.  Immediately 
he  became  quite  excited  and  said :  "Oh,  now  your  feet 
are  all  wet.  You  are  walking  right  in  the  Niagara 
River."  This  sort  of  pretending  is  quite  to  be  ex- 
pected from  children  at  this  time.  Because  of  his 
love  of  pretending  the  Beginner  revels  in  fairy  tales. 
He  likes  to  be  told  such  stories  and  frequently  ven- 
tures to  tell  one  of  his  own  imagining. 

Learning  to  Tell  the  Truth.  Two  mothers  were  dis- 
cussing household  affairs.  The  conversation  hap- 
pened to  turn  to  the  subject  of  mice.  The  one  woman 
remarked  that  since  she  had  moved  to  her  new  home 
she  had  not  seen  a  mouse.  Immediately  her  small 
son,  who  was  amusing  himself  near  by,  broke  in  with 
this  remark,  "Oh,  yes,  mother,  I  saw  a  hundred  mice 
running  down  the  back  stairs  yesterday!"  In  con- 
nection with  such  cases  as  this  there  arises  the  ques- 
tion. Was  the  child  just  pretending  or  was  he  con- 
sciously falsifying?  It  is  quite  probable  that  he  was 
just  indulging  in  his  love  of  story-telling.  It  is  usu- 
ally best  in  such  cases  for  adults  to  enter  into  the 
child's  play  and  pretend  as  he  does.  If,  however,  the 
children  are  very  much  given  to  imaginative  stories, 
and  if  they  do  not  seem  to  be  able  to  distinguish 
between  fact  and  fancy,  it  is  well,  while  entering 
into  their  play,  to  help  them  to  realize  that  you 


EAKLY  CHILDHOOD  33 

know  it  is  only  fancy.  At  the  same  time  an  effort 
should  be  made  to  cultivate  accuracy  of  observation. 
Whenever  he  is  discussing  something  which  he  really 
knows  to  be  true,  he  must  learn  to  describe  it  ac- 
curately. This  will  serve  to  curb  any  tendency  to 
exaggeration. 

As  the  child  becomes  self-conscious  he  discovers 
the  possibility  of  concealing  facts  which  he  knows 
or  of  deliberately  coloring  them  to  suit  his  purposes. 
Usually  these  experiments  are  made  at  first  play- 
fully. Whether  the  child  develops  a  keen  apprecia- 
tion of  the  truth  or  becomes  an  unreliable  exaggera- 
tor  and  prevaricator  will  depend  largely  on  his 
environment.  Kightly  guided,  the  ability  to  enter 
into  the  land  of  make-believe,  as  is  the  case  with 
many  other  characteristics  which  develop  at  this 
time,  has  possibilities  of  being  of  very  valuable  serv- 
ice to  the  individual.  The  proper  cultivation  of  the 
imagination  opens  up  vast  stores  of  literature 
and  poetry.  It  creates  artists,  writers,  inventors.  It 
makes  it  possible  for  social  reformers  to  suffer  for  an 
ideal.  On  the  other  hand,  it  may  degenerate  into 
idle  daydreaming  and  willful  exaggeration.  If  a 
child  seems  to  be  in  danger  of  not  being  able  to 
distinguish  between  truth  and  falsehood,  it  will  be 
well  to  make  a  distinction  between  "really-truly" 
stories  and  "once-upon-a-time"  stories.  This  need 
not  mar  his  appreciation  of  an  imaginative  tale. 
When  he  himself  is  inventing  something  it  will  be 
well  for  him  to  realize  that  although  it  is  interesting 
it  is  a  "once-upon-a-time"  story.  Children  do  not 
usually  form  the  habit  of  deliberate  lying  unless 
they  find  it  profitable  to  do  so.    A  child  is  very  likely 


34  LIFE  IN  THE  MAKING 

to  deny  a  misdeed  if  he  feels  that  his  falsehood  will 
not  be  discovered  and  if  he  knows  he  will  be  pun- 
ished if  he  confesses. 

learning  through  Play.  In  the  previous  chapter 
reference  was  made  to  the  role  of  the  child's  activi- 
ties in  the  process  of  his  development.  We  have 
seen  that  the  child's  education  begins  early.  As  his 
body  develops  it  needs  exercise.  In  his  efforts  to 
gain  this  exercise  he  obtains  experience.  Later  his 
curiosity  and  his  desire  to  do  as  he  sees  others  doing 
bring  him  more  experience.  Thus  nature  has  given 
him  the  power  of  educating  himself. 

It  is  often  diflScult  to  distinguish  between  the 
activities  of  play  and  work.  One  little  chap  spent 
all  morning  laboriously  ''doing  the  floors"  and  was 
completely  tired  out  when  it  was  time  for  his  nap. 
Yet  he  was  simply  playing.  Another  child  of  the 
same  age  frequently  wipes  dishes  for  his  mother. 
What  most  people  would  call  work  he  thinks  play. 
Since  play  is  the  natural  way  in  which  children 
learn,  it  is  quite  possible  to  use  this  method  in  the 
more  formal  teaching  which  is  given  in  the  class- 
room. When  school  days  come  they  shorten  the  time 
for  free  play.  But  the  desire  to  play  still  remains. 
School  work  is  made  more  interesting  and  helpful 
if  use  is  made  of  this  desire.  I^upils  enter  joyously 
and  sx)outaneously  into  any  project  which  is  really 
their  qwm. 

The  kinds  of  play  in  which  children  indulge  vary 
with  the  (lift'erent  periods  of  cliild  development.  Two 
sisters,  of  three  and  eight  years  respectively,  had 
great  difficulty  in  playing  together.  Their  play  hour 
usually  resulted  in  a  quarrel  or  heartbreak  of  some 


EARLY  CHILDHOOD  35 

kind.  Their  mother  attributed  the  trouble  to  bad 
temper.  The  older  one  complained  that  the  younger 
one  would  not  ''play  sensibly."  When  they  played 
with  their  dolls,  the  older  one  was  really  playing 
house.  The  dolls  were  a  part  of  the  game.  They 
were  dressed  and  undressed  to  go  visiting  and  walk- 
ing and  to  be  put  to  bed,  as  the  game  demanded. 
The  younger  one  wished  only  to  dress  and  undress 
the  doll  at  random  for  the  sheer  love  of  the  dressing 
and  undressing  and  without  relation  to  anything 
else.  Clearly,  then,  the  younger  one  could  not  play 
as  the  older  sister  did.  For  the  older  sister, to  have 
given  up  her  game  to  play  as  the  baby  did  would 
have  meant  that  she  was  not  playing  at  all.  The 
games  which  children  like  to  play  at  any  stage  of 
their  development  are  the  result  of  their  interests 
and  abilities.  If  they  are  at  the  period  when  manip- 
ulation and  curiosity  are  prominent,  these  charac- 

'^  '  ^eristics  will  be  prominent  in  their  play. 

We  may  expect  children  of  our  Beginners'  Depart- 
ment to  be  interested  in  the  following :  doing  things 
for  the  sake  of  handling  or  finding  out  about  them, 

i    r  imitating  and  playing  imaginative  games  such   as 
...    making  play  trains  and  other  similar  toys.     If  we 
are  to  make  educational  use  of  play  in  our  class- 
rooms, we  must  remember  these  natural  play  in- 
terests. 

Just  at  this  age  the  child  often  desires  to  be  like 
a  particular  person  whom  he  admires.  Have  you 
ever  known  a  child  who  wanted  to  be  "like  daddy," 
or  "a  big  soldier,"  or  a  "policeman"?  These  are 
his  ideals,  and  he  frequently  attempts  to  be  like 
them.    It  is  John's  bedtime.    Mother  sees  that  John 


36  LIFE  IN  THE  MAKING 

is  not  in  a  very  good  humor  for  going  to  bed  and 
that  an  effort  to  make  him  go  will  result  in  a 
struggle.  So  she  says  cheerfully,  "Come,  now, 
Policeman  John,  it's  time  to  go  off  duty  and  have 
a  sleep."  John  pauses  a  moment.  He  knows  that 
he  does  not  want  to  go  to  bed.  Still  he  does  so 
much  want  to  be  a  policeman ;  so  off  he  goes.  It  will 
not  do,  however,  to  try  to  impose  an  ideal  which  the 
child  does  not  admire.  If  John  did  not  care  about 
being  a  policeman,  the  game  would  not  have  worked. 
Kenneth  was  only  four  when  he  spent  a  summer 
with  his  grandfather  on  the  farm.  His  grandfather 
soon  became  his  hero.  One  day  his  father  noticed 
that  Kenneth  did  not  carry  his  shoulders  very  well. 
"You  will  have  to  hold  your  shoulders  up  if  you 
are  going  to  be  a  Boy  Scout,  Kenneth."  "Oh,  I  am 
not  going  to  be  a  Boy  Scout,"  was  the  reply,  "I 
am  going  to  be  a  farmer  like  grandfather,  and  he 
doesn't  hold  his  shoulders  up."  It  is  quite  prob- 
able that  if  the  appeal  to  straighten  up  had  been 
associated  with  his  desire  to  be  like  grandfather, 
Kenneth  would  gladly  have  made  the  effort. 

From  our  study  of  the  child  of  four  or  five  it  is 
evident  that  there  are  two  points  on  which  the 
teacher  should  place  especial  emphasis.  The  child 
should  be  helped  in  his  efforts  to  find  answers  to 
his  questions  and  should  be  brought  to  admire  the 
better  ways  of  living.  If  the  Beginner  comes  to 
know  something  of  the  love  of  the  heavenly  Father, 
and  has  as  his  hero  some  one  who  is  worthy  of 
his  love  and  his  admiration,  these  years  of  his  life 
will  be  important  stones  in  the  foundation  of  his 
character. 


EARLY  CHILDHOOD  37 

Thought  Questions 

1.  Make  a  list  of  questions  that  you  have  heard  Begin- 
ners ask.    What  sort  of  things  are  questions  usually  about? 

2.  Relate    any    fanciful    stories    which    you    have   heard 
children  of  four  and  five  tell. 

3.  What  are  some  of  the  leading  characteristics  of  the 
play  life  of  the  Beginner? 

4.  How   can   the   admiration  of   the   Beginner  for  some 
particular  person  be  turned  to  good  account  by  his  teachers? 


CHAPTER    IV 

LESSONS  FOR  BEGINNERS 

In  a  book  of  lessons  intended  for  use  with  Be- 
ginners we  find  the  story  of  Hagar  and  Ishmael. 
Somewhat  abbreviated,  the  story  is  as  follows: 

Once  a  long  while  ago  a  mother  with  her  little  boy  started 
on  a  journey.  The  mother's  name  was  Hagar;  the  name  of 
the  little  boy  was  Ishmael.  Hagar  was  a  slave,  a  servant 
of  Abraham  and  of  Sarah.  One  day  Sarah  became  jealous 
of  Hagar  and  her  little  son  and  told  them  they  must  go 
away  into  the  desert.  Abraham  felt  sorry  for  the  poor 
woman  and  the  little  boy,  but  he  felt  he  must  send  them 
away.  Why  did  he  not  find  a  home  for  them?  This  we  do 
not  know.  But  Abraham  did  one  little  kindness.  He  gave 
Hagar  some  bread  and  a  big  bottle  of  water.  Then  he  told 
them  to  go  away  into  the  desert. 

By  and  by  Hagar  and  her  little  boy  reached  the  desert. 
How  hot  it  was!  The  sun  beat  down  upon  the  burning 
sands.  There  were  no  trees  for  shade.  There  were  no 
houses  or  people.  Their  bread  and  water  were  soon  gone. 
Hagar  feared  that  her  little  boy  would  die.  He  was  faint 
and  weak  from  hunger  and  thirst.  Finally  she  laid  him 
down  under  a  little  bush.  Was  there  no  help?  Was  there 
no  friend  in  her  time  of  need?  Yes,  God  was  near,  even  in 
that  desert  place.  As  the  mother  and  her  little  boy  cried 
to  him,  God  heard  and  answered.  A  voice  called  to  Hagar 
and  said:  "Go  to  the  little  boy.  Lift  him  up,  for  he  will  not 
die.  I  will  make  him  a  great  man."  And  God  opened  the 
eyes  of  the  mother.  And  there  before  her  was  a  well  of 
water.  And  she  went  and  filled  the  bottle  and  gave  the  little 
boy  to  drink.  And  God  was  with  the  little  boy,  caring  for 
him,  and  he  lived  and  grew  to  be  a  man. 

38 


LESSONS  FOR  BEGINNERS  39 

Would  this  story  interest  Beginners?  Is  it  in- 
structive? Is  it  helpful?  In  what  ways  would 
it  benefit  them  religiously? 

Let  us  think  about  it.  Read  the  following  ques- 
tions slowly,  considering  each  in  turn  thoughtfully : 
Are  little  children  always  interested  in  a  story 
about  a  mother  and  a  little  child?  Are  the  objects 
mentioned  in  the  story  familiar  to  little  children — 
home,  desert,  bread,  water,  the  sun's  heat,  hot  sands, 
hunger,  thirst,  a  well  of  water?  Is  the  idea  of  God 
contained  in  the  story  such  as  a  little  child  him- 
self would  be  likely  to  have?  Does  the  story  bring 
God  near  to  the  little  child?  Would  it  be  likely 
to  make  him  think  of  God  as  a  Helper?  Would  it 
arouse  the  emotion  of  love  in  his  heart? 

We  are  inclined  to  think  that  most  of  these  ques- 
tions will  receive  affirmative  answers.  Is  there  any 
element  in  the  story  which  makes  it  unsuitable 
for  a  child  of  Beginners'  age?  What  about  the 
jealousy  of  Sarah  and  the  unjust  action  of  Abra- 
ham? Should  unlovely  qualities  of  character  be 
pictured  in  lessons  for  little  children?  Is  there 
any  danger  that  they  will  be  attracted  by  them  and 
be  led  to  imitate  them?  Is  it  desirable  to  suggest 
the  fact  of  death  to  a  little  child?  The  story  pic- 
tures God  speaking  as  a  man  speaks.  Is  there  any- 
thing objectionable  about  this? 

The  answers  to  these  questions  are  not  so  evident. 
Possibly  teachers  would  differ  in  their  opinions. 
We  do  not  think,  however,  that  objections  of  such 
weight  would  be  raised  as  to  lead  to  the  entire 
rejection  of  the  story. 

Let  us  consider  another  lesson  used  in  teaching 


40  LIFE  IN  THE  MAKING 

Beginners.  On  March  9,  1913,  the  International 
Uniform  Lesson  was  on  ''The  Destruction  of  Sodom" 
(Gen.  19.  1-3,  12-29).  Undoubtedly,  many  teachers 
attempted  to  teac''  this  lesson  to  little  children 
four  and  five  years  of  age.  Turn  to  your  Bible  and 
read  the  story.  This  done,  ask  yourself  these  ques- 
tions :  What  dominant  emotion  would  be  aroused 
in  the  little  child  by  this  story?  Do  we  do  the 
child  a  religious  service  by  leading  him  to  be  afraid 
of  God?  What  did  our  study  of  the  last  chapter 
teach  us  concerning  the  peril  of  cultivating  the  fears 
of  little  children?  Has  a  Beginner  such  a  perception 
of  good  and  evil,  of  righteousness  and  sin,  as  to  be 
able  to  understand  the  moral  situation  pictured  in 
this  story?  Considering  that  a  Beginner  has  not 
had  many  lessons  about  God,  is  it  desirable  to  dwell 
upon  the  sterner  aspects  of  God's  character,  as,  for 
example,  his  wrath  ? 

During  the  period  of  early  childhood  the  maximum 
number  of  Sunday-school  sessions  a  Beginner  can 
attend  is  one  hundred  and  fifty-six.  Assuming  that 
we  are  able  to  find  in  this  story  some  things  profit- 
able for  teaching  to  a  little  child,  it  is  surely  probable 
that  out  of  all  the  Bible  one  hundred  and  fifty- 
six  lessons  more  profitable  for  this  age  could  be 
chosen.  Since  our  work  of  religious  nurture  is  so 
important,  and  since  the  time  is  so  short,  ought  we 
to  be  content  with  anything  less  than  the  best  lessons 
to  be  found?  Our  problem  is,  therefore,  to  discover 
ivhat  kinds  of  lessons  will  be  of  most  help  in  reli- 
ffious  nurture.  Where  are  these  lessons  to  be 
found? 

The  Beginner's  World.     Let  us  recall  some  facts 


LESSONS  FOR  BEGINNERS  41 

concerning  the  Beginner's  world.  He  moves  in  a 
limited  circle,  composed  of  relatives,  a  few  acquaint- 
ances, and  a  few  playmates.  Animals,  birds, 
flowers,  and  both  natural  and  artificial  objects  are 
his  intimate  companions,  and  are  as  real  to  him  as 
people.  He  imparts  to  them  a  life  like  his  own  and 
thinks  of  them  as  seeing,  hearing,  and  feeling. 
Everything  that  can  move  has  an  especial  interest 
for  him.  The  things  he  eats  and,  more  especially, 
the  things  he  wears  have  an  intimate  place  in  his 
interest  and  affection.  Was  there  ever  a  child  who 
was  not  anxious  to  show  his  new  pair  of  shoes  to 
all  his  friends?  However  commonplace  and  barren 
the  child's  little  world  might  seem  to  the  sated  mind 
of  the  adult,  it  never  so  seems  to  him.  It  is  quite 
as  much  a  world  of  make-believe  as  of  fact,  and  his 
imagination  makes  his  every  desert  blossom  as  the 
rose.  His  chief  limitations  are  in  his  sense  of  de- 
pendence and  helplessness,  his  instinctive  fears,  and 
his  realization  of  his  need  of  protection.  His  means 
of  expression  are  limited,  and  he  seeks  ways  by 
which  they  may  be  increased. 

It  should  be  easy  for  us  to  realize  that  if  we  are 
to  help  this  little  child,  we  must  turn  away  from  the 
world  entirely  unknown  to  him,  in  which  we  live, 
and  taking  our  place  by  his  side,  both  aid  him  to 
perceive  the  religious  meanings  of  the  things  which 
he  sees  and  knows,  and  meet  the  spiritual  needs 
defined  for  us  by  his  nature,  his  capacities,  and  his 
limitations. 

Stories  of  the  Heavenly  Father.  Recall  the  fact 
that  to  the  little  child  his  family  relationships  are 
most  real.     He  is  himself  the  center  of  his  world. 


42  LIFE  IN  THE  MAKING 

but  his  right  hand  rests  in  the  hand  of  his  mother 
and  his  left  hand  in  the  hand  of  his  father.  If  God 
is  pictured  to  him  as  the  loving  heavenly  Father, 
who  cares  for  him  even  as  his  parents,  who  provides 
food  for  him  to  eat  and  water  for  him  to  drink, 
who  supplies  clothing  for  him  to  wear,  who  made  the 
beautiful  world  and  all  the  things  in  it  that  he 
knows,  the  heart  of  the  little  child  will  go  out  in 
love  and  trust  to  him.  It  is  to  be  realized  that  to 
some  little  children  the  parental  concept  is  not  all 
that  is  to  be  desired.  "Does  God  come  home  drunk 
on  Saturday  night  like  my  father?"  asked  a  Be- 
ginner of  his  teacher.  Because  of  this  the  parental 
idea  must  be  enriched  and  strengthened  and  de- 
veloped in  ideal  ways.  To  fully  develop  the  little 
child's  consciousness  of  God,  not  one  or  two,  but 
many  lessons  are  required.  The  idea  of  God  as 
Father  needs  to  be  presented  and  illustrated  in 
various  ways.  The  main  theme  should  be  supple- 
mented with  related  themes  presented  in  appropriate 
stories. 

The  natural  dependence  of  the  little  child,  his 
fears,  and  his  desire  for  protection  constitute  a 
religious  need  which  should  be  met  by  acquainting 
him  with  the  love  and  protecting  care  of  the  heavenly 
Father. 

Consult  the  Beginners'  Teacher's  Text  Book,  In- 
ternational Graded  System,  Year  One.  Note  the 
subject  of  Theme  I,  the  Heavenly  Father's  Care. 
Note  further  the  related  themes;  among  others. 
Thanksgiving  for  Care,  Love  Shown  Through  Care, 
and  God's  Care  of  Life.  Turn  now  to  the  Beginner's 
Teacher's    Text    Book,    Year    Two,    and    note    the 


LESSONS  FOR  BEGINNERS  43 

themes,  especially  the  first  and  fourth,  Our  Heavenly 
Father's  Protection,  and  Our  Heavenly  Father's  Pro- 
tection in  Nature.  Read  a  few  of  the  stories  and  circle 
talks  under  these  themes,  such  as  The  Heavenly 
Father's  Care  for  Birds  and  Animals,  The  Heavenly 
Father's  Care  for  His  Children,  and  Winter's  Sleet 
and  Spring's  Awakening  (first  year),  and  Daniel 
in  the  Lions'  Den  (second  year).  Do  these  seem  to 
you  to  be  the  kind  of  stories  that  will  make  the  love 
and  protecting  care  of  the  heavenly  Father  real  to 
the  little  child? 

Stories  of  Other  Children.  The  interest  of  little 
children  in  other  children  assures  beyond  question 
that  stories  that  have  to  do  with  little  children, 
such  as  stories  of  the  baby  Jesus  and  of  the  baby 
Moses,  will  make  a  strong  appeal.  The  goodness 
and  the  love  of  God  can  be  made  real  to  the  little 
child  as  in  no  other  way  by  stories  which  tell  of  his 
having  sent  the  Christ-child  to  love  and  bless  all 
little  children.  From  Jesus  the  little  child  to  Jesus 
the  grown  man,  who  loves  little  children  and  who 
is  their  Helper  and  Protector,  is  a  natural  transi- 
tion, easily  made  in  the  child's  thought.  Stories 
which  show  the  loving  thought  and  protection  of 
God  and  of  Jesus  awaken  an  answering  love  and 
trust  in  the  little  child's  heart.  In  the  International 
Graded  System,  Beginners'  Course,  there  are  stories 
of  the  baby  Moses  (A  Baby  in  a  Basket  Boat  and  A 
Mother  Hiding  Her  Baby)  and  of  the  infancy  of 
Jesus.  One  of  the  themes  of  the  first  year  is  The 
Loving  Care  of  Jesus.  Under  this  theme  there  are 
such  stories  as  Jesus  Caring  for  Hungry  People, 
Jesus  Caring  for  a  Sick  Boy,  and  Jesus  Loving  Little 


44  LIFE  IN  THE  MAKING 

Children.  If  possible  read  these  stories  and  consider 
what  response  they  would  be  likely  to  awaken  in 
the  little  child. 

The  child  needs  help  in  finding  ways  of  expressing 
his  feelings.  Stories  which  show  how  other  chil- 
dren have  responded  to  God's  love  and  care  are 
helpful  to  him.  Such  stories  are  suggestive,  and 
the  child's  ready  power  of  imitation  opens  ways  of 
expression  which  are  of  real  religious  help  to  him. 
These  stories  should  tell  of  simple  ways  in  which 
children  have  helped  God  in  his  care  for  his  crea- 
tures, of  how  they  have  shared  with  others  the  gifts 
and  blessings  which  God  has  given  to  them,  and 
of  how  they  have  shown  their  love  for  God  by  work- 
ing with  him  for  other  little  children  who  may  have 
fewer  joys  than  themselves,  and  also  by  doing  simple 
acts  of  service  for  parents  and  others.  It  is  as  true 
of  love  as  of  anything  else  that  growth  is  dependent 
upon  expression.  All  children,  even  Beginners,  are 
eager  to  help,  and  when  it  is  suggested  to  them  that 
God  wants  everybody  to  assist  him  in  doing  for 
others,  and  stories  are  told  them  which  show  how 
other  little  children  have  become  God's  helpers,  they 
invariably  manifest  a  desire  to  do  kindly  deeds  of 
service,  and  in  doing  them  their  love  for  God,  the 
great  Doer,  and  for  others  than  themselves  grows. 

Nature  Lessons.  Froebel  declared:  "The  things  of 
nature  form  a  more  beautiful  ladder  between  heaven 
and  earth  than  that  seen  by  Jacob";  and  again: 
"From  every  point  of  life,  from  every  object  of 
nature,  there  is  a  way  to  God."  In  these  statements 
Froebel  simply  gave  utterance  in  another  way  to 
the   truth    which    Jesus   emphasized    in    using   the 


LESSONS  FOR  BEGINNERS  45 

flowers  of  the  field  and  the  birds  of  the  air  as  objects 
to  teach  the  love  and  care  of  the  heavenly  Father. 
Lessons  from  nature  are  of  especial  importance  in 
teaching  little  children  because  birds,  animals, 
flowers,  plants,  and  trees  are  so  real  and  intimate 
a  part  of  the  child's  world.  "Your  heavenly  Father 
feedeth  them"  is  a  truth  which  it  is  perfectly  easy 
for  a  little  child  to  receive.  The  children's  winter 
hymn  finds  a  response  in  every  child's  heart: 

"Winter  day,  frosty  day!  God  a  cloak  on  all  doth  lay; 
On  the  earth  the  snow  he  sheddeth. 
O'er  the  lamb  a  fleece  he  spreadeth, 
Gives  the  bird  a  coat  of  feather, 
To  protect  it  from  the  weather. 
Gives  the  children  home  and  food; 
Let  us  praise  him — God  is  good." 

To  deprive  a  little  child  of  lessons  from  nature  is 
to  rob  him  of  one  of  his  most  precious  spiritual 
inheritances,  one  of  the  ways  in  which  God  most 
clearly  speaks  to  his  soul.  The  world  will  always 
be  more  full  of  meaning  and  joy  to  him,  more  truly 
God's  world,  if  in  early  childhood  we  build  upon 
the  foundation  which  the  Creator  himself  has  laid 
in  making  the  child  what  he  is.  To  do  this  most 
effectively  our  lesson  courses  should  take  account  of 
the  seasons,  providing  lessons  appropriate  to  spring, 
summer,  autumn,  and  winter,  as  they  come  and  go. 
The  Nurture  of  the  Moral  Life.  In  his  first  years 
the  child  knows  nothing  of  moral  distinctions. 
Some  time  during  the  period  of  early  childhood  a 
perception  of  the  difference  between  right  and  wrong 
dawns  in  his  mind.    His  first  ideas  of  what  consti- 


46  LIFE  IN  THE  MAKING 

tutes  the  right  are  translated  from  the  conduct  of  his 
parents.  He  needs  lesson  stories  which  will  aid  him 
in  making  moral  distinctions  and  which  will  furnish 
him  with  ideals  of  right  conduct.  Stories  are  re- 
quired in  which  persons  have  a  prominent  place, 
from  whose  actions  he  may  learn  the  true,  the 
beautiful,  and  the  good  in  conduct.  The  story  of  the 
Good  Samaritan,  for  example,  may  be  told  in  such 
a  way  as  not  to  offend  the  child's  tender  sensibilities 
while  it  teaches  a  lesson  of  kindness  and  goodness 
that  will  be  long  remembered.  The  stories  of  Joseph, 
as  told  in  the  Beginners'  Course,  International 
Graded  System,  are  excellent  for  this  purpose.  The 
little  child's  ever-ready  instinct  of  imitation  will  in- 
sure that  the  moral  lesson  will  not  be  without  its 
effect. 

The  foundation  of  obedience  must  be  laid  in  these 
years.  While  it  is  true  that  no  child  ever  learned 
ready  obedience  by  being  told  to  obey,  the  sugges- 
tion that  those  who  give  care  have  a  right  to  expect 
little  children  to  do  what  they  command  will  be  a 
seed  that  will  root  in  the  child's  heart,  and  in  time, 
if  nurtured,  will  produce  the  flower  of  a  beautiful 
spirit  of  obedience.  What  the  heavenly  Father  com- 
mands is  right,  and  because  he  cares  for  us  his  will 
should  be  obeyed,  is  a  theme  that  should  find  expres- 
sion in  a  number  of  stories.  What  is  true  of  obedi- 
ence is  true  of  all  other  virtues  that  we  desire 
to  see  exemplified  in  the  little  child's  life.  In  no 
case  can  growth  be  forced  nor  can  it  ever  be  stimu- 
lated by  command  or  threat,  but  always  it  may  be 
depended  upon  to  respond  to  indirect  means  of  nur- 
ture. 


LESSONS  FOR  BEGINNERS  47 

Thought  Questions 

1.  Can  you  recall  instances  of  lessons  taught  to  Beginners 
which  seemed  to  you  unsuitable? 

2.  Recall,  if  you  can,  lessons  which  have  seemed  to  be  of 
especial  interest  to  Beginners. 

3.  What  reasons  can  you  suggest  for  selecting  for  little 
children  the  very  best  Beginners'  lessons  to  be  found? 

4.  What  would  you  consider  to  be  the  most  important 
themes  to  be  included  in  a  course  of  lessons  for  Beginners? 


CHAPTER    V 
THE  NURTURE   OF   THE   LITTLE   CHILD 

"And  they  brought  young  children  to  him,  that  he 
should  touch  them :  and  his  disciples  rebuked  those 
that  brought  them.  But  when  Jesus  saw  it,  he  was 
much  displeased,  and  said  unto  them,  Suffer  the  little 
children  to  come  unto  me,  and  forbid  them  not :  for 
of  such  is  the  Kingdom  of  God.  Verily  I  say  unto 
you.  Whosoever  shall  not  receive  the  Kingdom  of 
God  as  a  little  child,  he  shall  not  enter  therein.  And 
he  took  them  up  in  his  arms,  put  his  hands  upon 
them,  and  blessed  them"  (Mark  10.  13-16). 

This  was  the  first  Christian  Beginners'  class.  Some 
of  the  children  may  have  been  younger,  perhaps  a 
few  older,  but  the  age  which  most  naturally  sug- 
gests itself  is  that  of  the  Beginner. 

Just  as  Jesus  interested  himself  in  little  children, 
so  should  it  be  our  interest  to  associate  with  them 
as  much  as  possible.  To  be  sure,  they  are  not 
always  the  most  congenial  associates  for  big  brother 
and  sister.  They  are  restless  and  sometimes  noisy; 
they  get  in  the  way  of  their  elders,  ask  questions 
incessantly,  cry  when  little  things  go  wrong,  and  they 
are  more  or  less  destructive,  having  little  respect 
for  the  cherished  treasures  of  their  elders.  But  the 
one  who  does  not  love  them  and  desire  to  do  all  in 
his  power  to  help  them  has  something  vitally  lack- 

48 


THE  NURTURE  OF  THE  LITTLE  CHILD    49 

ing  in  his  make-up.  What  is  more,  no  one  ever 
associated  with  little  children  sympathetically  and 
intelligently  who  did  not  find  his  own  life  wonder- 
fully enriched  thereby. 

Preceding  lessons  have  described  the  little  child's 
characteristics  and  have  made  suggestions  concern- 
ing the  kinds  of  lessons  required  to  meet  his  needs. 
Our  task  is  now  to  see  how  such  lesson  materials 
may  be  made  a  part  of  his  life,  finding  expression 
in  daily  habits. 

The  Teacher's  Personality.  The  first  factor  in  this 
process  will  be  the  personality  of  the  teacher.  If  one 
were  asked  to  sum  up  in  a  word  the  qualifications  of 
an  ideal  teacher  for  this  period  of  life,  he  would  say 
that  the  ideal  teacher  should  be  "motherly."  Where 
else  can  we  find  such  love,  such  complete  knowledge 
of  the  child's  physical  and  mental  resources,  such 
patience,  such  close  direction  of  habits,  as  in  a  com- 
petent mother?  Every  mother  is  a  teacher  whether 
she  wishes  to  be  or  not,  and  every  teacher  of  little 
children  should  have  a  mother's  instincts  and 
methods.  Good  fathers  will  differ  from  good 
mothers,  not  in  spirit  but  in  the  degrees  of  their 
opportunity.  However,  while  we  have  spoken  of  the 
ideal  teacher  as  motherly,  it  must  not  be  thought 
that  the  fact  of  being  a  mother  qualifies  one  to 
teach,  nor  that  the  lack  of  such  experience  is  a 
barrier  to  success.  Many  a  young  woman  has  the 
mother  love  for  children  and  an  eagerness  to  work 
for  them  which  makes  her  more  competent  than  some 
actual  mother- of  children  who  is  ill  prepared  for 
her  responsibility  or  else  lacks  the  inclination  and 
strength  to  make  the  most  of  it. 


50  LIFE  IN  THE  MAKING 

What  are  the  qualities  to  be  sought  in  an  ideal 
mother  or  teacher?  What  would  you  seek  first? 
Physical  beauty?  That  may  help,  but  it  must  take 
a  secondary  place.  Children  love  beauty,  but  they 
do  not  measure  it  as  ''grown-ups"  do.  The  smile  in 
which  love  and  understanding  shine  forth  will  al- 
ways captivate  them. 

The  successful  teacher  is  one  who  knows  the 
child's  life  and  can  enter  into  every  one  of  his 
interests.  There  is  no  room  for  self-conceit  or  im- 
patience. At  the  most  serious  moment  some  child 
may  exclaim,  ''I've  got  a  new  pair  of  shoes!"  That 
is  a  serious  interest  for  him,  and  the  good  teacher 
will  recognize  it  as  such,  express  her  joy  with  him, 
and  lead  him  back  to  the  thought  of  the  lesson. 
No  general  ever  more  needed  to  be  prepared  for 
surprises  than  does  a  teacher  of  Beginners. 

In  addition  to  love,  understanding,  and  resource- 
fulness, a  further  requirement  is  absolutely  neces- 
sary. The  teacher  must  be  one  whom  the  pupils 
can  imitate.  Watch  these  children  in  their  play 
and  you  will  see  many  of  the  teacher's  mannerisms 
repeated,  including  voice,  gestures,  and  even  the  ex- 
pression of  the  eyes. 

Equipment  of  the  Beginners'  Room.  Next  to  the 
teacher's  personality,  the  equipment  of  the  Be- 
ginner's room  will  be  the  most  potent  teaching  force. 
All  people  are  sensitive  to  their  surroundings.  It 
is  a  gift  to  be  cultivated,  but  early  childhood  has 
it  naturally  to  a  very  high  degree.  The  fewer  one's 
interests  the  more  completely  will  he  be  controlled 
by  that  which  is  in  sight.  Hence,  one  of  the  most 
fruitful    ways  to   develop   reverence  in   a  child  is 


THE  NURTURE  OF  THE  LITTLE  CHILD    51 

by  surrounding  him  with  beautiful  objects  and  point- 
ing out  how  God,  the  loving  Father,  provides  these 
for  him. 

Accordingly,  the  room  should  have  an  abundance 
of  sunshine  mellowed  by  curtains  and  soft  tints  on 
the  wall.  Pictures  showing  God's  care,  parental 
love,  children  helping  each  other  or  ministering  to 
dumb  animals,  will  teach  many  silent  lessons,  and 
should  be  hung  low  enough  for  the  pupils  to  see 
easily.  Flowers  have  a  message  for  childhood 
scarcely  appreciated  by  any  but  the  closest  ob- 
servers. Walk  down  some  congested  street  in  a 
great  city  with  a  handful  of  flowers,  and  see  how 
many  children,  old  and  young,  beg  for  "just  one." 
Music  will  also  be  a  great  factor  in  arousing  the 
emotions  of  these  children.  If  at  all  possible,  a 
piano  should  be  in  the  Beginners'  room.  In  winter 
the  room  must  be  well  heated  and  the  air  kept  fresh. 

What  other  accessories  can  you  think  of  to  make 
the  Beginners'  equipment  complete?  Which  would 
you  prefer,  individual  chairs  or  pews?  Why?  What 
should  be  the  size  of  the  chairs?  What  use  can  be 
made  of  a  blackboard,  of  tables,  of  a  cabinet  for 
supplies?  Would  you  have  a  separate  coat  rack? 
How  high  would  you  place  the  hooks? 

The  Program.  Given  the  necessary  equipment,  if 
you  were  a  teacher  how  would  you  proceed  on  Sun- 
day morning?  A  dozen  or  perhaps  more  eager  little 
folks  have  assembled.  What  would  you  do  first  after 
the  wraps  have  been  removed  and  each  one  has 
found  his  seat?  Why  do  most  teachers  begin  with 
music?  Is  there  any  advantage  in  instrumental 
music  played  softly  when  the  pupils  have  assembled  ? 


52  LIFE  IN  THE  MAKING 

What  will  it  do  for  the  Beginner?  What  kind  of 
songs  would  you  select?  Should  a  song  express 
and  guide  the  thoughts  of  a  pupil,  or  is  it  to  be 
sung  for  some  other  purpose?  The  song  of  greet- 
ing and  an  opening  prayer  naturally  come  at  the 
beginning.  In  most  Beginners'  Departments  this 
is  followed  with  a  Birthday  or  Cradle  Roll  service 
whenever  any  member  has  had  a  birthday  during 
the  week  or  there  is  a  new  Cradle  Roll  name  to  be 
enrolled.  Would  you  have  such?  If  so,  why?  Tell 
about  the  best  service  of  this  kind  that  you  have 
ever  seen  with  Beginners. 

The  offering  also  may  come  early  in  the  program, 
and  then  a  feature  which  tests  severely  the  teacher's 
skill.  It  is  called  the  Circle  Talk.  Here  all  the 
children  are  seated  in  a  circle,  and  the  superintend- 
ent or  teacher  draws  out  in  conversation  interests 
uppermost  in  their  young  minds.  She  may  ask, 
"What  did  you  see  this  morning  on  the  way  to 
Sunday  school  for  which  you  would  like  to  thank 
the  kind  heavenly  Father?"  Describe  some  Circle 
Talk  as  you  have  seen  it  conducted.  Why  have  such 
a  feature  at  all?  Is  it  any  advantage  to  draw  out 
what  these  little  people  have  been  thinking  about 
during  the  week,  what  they  have  on  their  minds  this 
Sunday  morning,  before  beginning  the  lesson  story? 
Show  how  a  clever  teacher  can  turn  the  information 
about  a  new  hat,  or  a  squirrel,  seen  on  the  way  to 
Sunday  school,  to  good  account  in  emphasizing  how 
God  cares  for  his  creatures. 

The  central  feature  of  the  program  will  be  the 
Story  Period ;  but  between  the  Circle  Talk  and  the 
story  a  good  kindergartuer  will  show  her  knowl- 


THE  NUKTURE  OF  THE  LITTLE  CHILD    53 

edge  of  child  life  by  introducing  another  feature — 
the  Rest  Period.  Why  should  a  Rest  Period  come 
at  this  time?  Suggest  some  exercises  which  will 
rest  the  children. 

The  reason  for  giving  instruction  to  the  Beginners 
so  largely  in  story  form  has  been  discussed  in  the 
preceding  chapter.  If  the  teacher  is  a  good  story- 
teller, she  will  have  no  difficulty  in  holding  atten- 
tion and  sowing  seeds  of  truth  which  the  child  will 
grasp  eagerly.  If  she  is  not  a  good  story-teller,  she 
should  cultivate  the  art  assiduously.^ 

You  are  doubtless  familiar  with  the  phrase,  "No 
impression  without  expression."  What  does  it  mean 
applied  to  a  Beginner?  Can  you  test  the  impres- 
sion made  upon  his  young  mind  by  any  forms  of 
expression?  If  so,  what  forms?  Will  it  help  him 
to  learn  if  he  tells  the  story  back  to  you  on  the 
following  Sunday?  How  much  of  a  story  should 
a  four-  or  five-year-old  be  expected  to  remember  for 
a  week — the  names,  or  the  details,  the  outstanding 
features  of  action,  sound  or  color?  Most  kinder- 
gartners  in  the  Sunday  school  have  a  place  early 
in  the  Circle  Talk  in  which  the  story  of  the  Sunday 
before  is  retold.  Would  you  have  such  a  feature  if 
you  were  a  teacher?  If  so,  give  reasons  for  the 
time  which  you  would  set  aside  for  it. 

Will  handwork  be  of  any  help  to  a  Beginner  ?2 
Will  a  crude  line  to  represent  a  tree,  or  a  jumble 
of  alleged  circles  to  represent  a  flower  mean  any- 
thing to  the  casual  observer?     Suppose,  however, 


1  See  Stories  and  Story-Telling,  St.  John;   How  to  Tell  Stories  to  Children, 
Bryant;  Picture  Work,  Hervey. 

*  See  Handwork  in  Religious  Education,  Wardle. 


54  LIFE  IN  THE  MAKING 

that  to  the  child  they  mean  the  trees  or  flowers  which 
the  kind  heavenly  Father  has  given  to  us :  Will  draw- 
ing them  then  have  any  educational  value?  Should 
we  try  to  improve  the  form  of  these  crude  drawings, 
or  be  content  if  the  child  at  this  age  has  expressed 
himself  on  paper  the  best  he  can  ?  At  what  time  in 
the  program  do  you  think  handwork  should  come? 
Most  kindergartners  use  it  as  a  method  of  expres- 
sion for  last  Sunday's  lesson  and  consider  it  a  part 
of  the  retelling  of  the  story. 

In  the  light  of  the  foregoing  discussion  study 
the  following  program  suggested  by  Miss  Daniel- 
son  in  "Lessons  for  Teachers  of  Beginners"  (page 
96)  : 

Quiet  music  and  Greeting  5  minutes 

Birthday  and  Cradle  Roll  Service  "\ 

Opening  Prayer  C  5  minutes 

Offering  Service  \ 

Circle  Talk  20  minutes 

Rest  Period  5  minutes 

Story  Period  15  minutes 

Putting  on  wraps  'v 

Grood-by  Song  C  10  minutes 

Distribution  of  Folders  ) 

60  minutes 

In  small  departments  the  entire  program  will  be 
carried  out  in  one  circle,  but  in  large  departments 
the  Circle  Talk,  Rest  Period,  and  Story  Period  will 
be  conducted  by  each  teacher  at  her  own  table.  The 
Story  Period  should  provide  time  to  prepare  for 
the  new  story  by  clearing  up  any  point  which  the 
little  child  might  not  understand  in  the  story,  as,  for 


THE  NURTURE  OF  THE  LITTLE  CHILD    55 

instance,  the  showing  of  a  scroll  as  the  kind  of  book 
out  of  which  people  in  ancient  times  read.  Then 
follows  the  story  itself  and  any  prayer  or  sponta- 
neous response  which  comes  from  the  children  when 
the  story  has  made  its  impression. 

Worship  and  Service.  The  goal  of  all  teaching  is 
conduct.  The  little  child  begins  life  with  qualities 
which  our  Lord  has  commended  to  us  as  exemplary. 
How  may  we  direct  them  into  habits  of  worship  and 
of  service?  Worship  is  the  expression  of  one's  feel- 
ing toward  the  God  whom  he  knows.  How  can  the 
little  child  be  taught  to  have  any  feeling  for  God  at 
all  ?  The  feeling  will  be  prompted  first  of  all  either 
by  love  or  fear.  While  fear  has  a  wholesome  place  in 
the  making  of  a  life,  Jesus  Christ  requires  worship 
inspired  by  love.    How  can  this  be  cultivated? 

How  does  the  child  come  to  love  his  natural 
mother  and  father?  Every  observer  knows  that  it 
is  the  one  who  does  most  for  a  baby  who  receives 
the  most  love,  whether  that  person  be  nurse,  grand- 
mother, or  mother.  Under  the  writer's  own  observa- 
tion is  a  small  boy  who  can  get  along  very  well 
without  his  father  until  time  for  a  carriage  ride, 
when  the  father  is  very  much  in  demand.  Gratitude 
probably  is  the  cause  both  of  love  and  of  rever- 
ence. 

Do  you  see  in  this  fact  a  reason  why  the  Be- 
ginners' teacher  in  story  and  song  emphasizes  what 
the  kind  heavenly  Father  gives  to  his  children  and 
why  it  is  so  important  for  the  classroom  and  the 
program  to  give  pleasure?  Fortunately,  human 
nature  is  such  that  we  instinctively  wish  to  help 
those  who  help  us.    Every  mother  knows  how  hard 


56  LIFE  IN  THE  MAKING 

the  little  one  tries  to  sweep  or  carry  the  dishes  and 
do  other  tasks  which  he  sees  his  elders  perform- 
ing. Here  is  the  beginning  of  a  habit  which  if 
cultivated  will  make  a  rich  life,  but  if  neglected  will 
cause  the  child  to  become  selfish  and  unlovely.  What 
can  a  little  child  do  for  his  heavenly  Father  in 
return  for  his  gifts  of  sunshine,  home,  and  food? 
The  child's  world  is  a  limited  one — the  home,  the 
Sunday  school,  perhaps  a  kindergarten,  and  a  very 
small  circle  of  neighboring  playmates.  Evidently, 
his  service  to  God  must  lie  essentially  within  these 
bounds.  Will  such  service  be  pleasing  to  God?  Is 
keeping  quiet  on  Sunday,  so  that  some  one  else  may 
hear  the  story  better,  a  Christian  deed?  Is  helping 
God  care  for  the  birds  or  squirrels,  or  a  dog,  Chris- 
tian? To  what  extent  can  he  help  a  child  in  India? 
Make  out  a  list  of  all  you  can  think  of  which  a 
Beginner  in  your  school  might  do  for  Jesus  Christ. 

In  cultivating  love  w^e  must  not  only  feel  grati- 
tude and  seek  to  give  something  in  return;  we  must 
also  think  about  the  one  who  is  loved  and  talk 
to  him.  What  are  some  of  the  thoughts  a  little  child 
would  have  about  God?  Would  you  see  that  these 
found  expression  in  song  and  prayer?  Give  exam- 
ples of  a  good  song  for  Beginners,  and  also  a  good 
prayer.  How  would  you  like  this  hymn  for  Begin- 
ners' worship? 

"Rock  of  Ages,  cleft  for  me, 
Let  me  hide  myself  in  Thee; 
Let  the  water  and  the  blood, 
From  thy  wounded  side  which  flowed, 
Be  of  sin  the  double  cure, 
Save  from  wrath  and  make  me  pure." 


THE  NURTURE  OF  THE  LITTLE  CHILD    57 

Or,  would  you  prefer  the  following? 

"Can  a  little  child  like  me 
Thank  the  Father  fittingly? 
Yes,  Oh,  yes,  be  good  and  true. 
Patient,  kind,  in  ail  you  do. 
Love  the  Lord  and  do  your  part. 
Learn  to  say  with  all  your  heart. 
Father,  we  thank  thee,"  etc. 

"Look,"  said  a  middle-aged  pastor,  pointing  to 
a  song  on  the  blackboard  of  his  Beginners'  and 
Primary  room  telling  of  the  Father's  good  gifts  of 
sun  and  rain.  "Look  what  they  are  teaching  our 
little  folks  and  calling  it  religion."  "My  friend," 
came  the  answer,  "you  are  a  father,  you  have  raised 
children.  Don't  you  know  that  when  they  were  at 
the  age  for  which  this  song  has  been  prepared,  God 
seemed  to  them  very  much  like  you,  only  greater? 
Their  conception  of  God  was  a  child's  conception, 
was  it  not?  Now,  isn't  it  better  to  speak  to  God  in 
terms  which  little  children  can  understand  than  to 
call  him  Saviour,  Lord,  or  King?" 

The  case  is  exactly  the  same  with  prayer.  A 
child's  prayers,  if  they  express  his  own  feeling  for 
God,  are  just  as  acceptable  to  God  as  an  adult's; 
but  how  different  they  are  in  language!  Can  you 
recall  your  own  childhood  prayer?  Discuss  the 
following,  and  find  other  examples.  Are  they  suit- 
able for  the  children? 

"Jesus,  tender  Shepherd,  hear  me. 
Bless  thy  little  lamb  to-night. 
Through  the  darkness  be  thou  near  me. 
Keep  me  safe  till  morning  light." 


58  LIFE  IN  THE  MAKING 

"Father,  we  thank  thee  for  the  night. 
And  for  the  pleasant  morning  light; 
For  rest  and  food  and  loving  care 
And  all  that  makes  the  day  so  fair." 


"Help  us  to  do  the  things  we  should, 
To  be  to  others  kind  and  good; 
In  all  we  do,  in  work  or  play. 
To  grow  more  loving  every  day." 

We  have  said  nothing  about  the  machinery  of 
organization,  but  it  is  evident  that  the  teacher  or 
superintendent  of  a  large  number  of  children  will 
need  to  have  helpers,  and  will  need  to  assign  specific 
duties  to  each.  In  a  small  school  the  superintendent 
might  conceivably  do  all  the  work,  but  she  needs 
at  least  one  assistant  to  help  with  the  wraps,  be  on 
the  lookout  for  anything  that  is  annoying  a  child, 
such  as  money  carried  loose,  help  if  possible  at  the 
piano,  keep  records,  and  arrange  handwork 
materials.  In  a  large  department  there  should  be 
the  superintendent,  an  assistant  superintendent, 
secretary,  treasurer,  teachers,  and  assistant  teachers. 
One  of  the  teachers  or  assistant  teachers  can  serve 
as  pianist.  The  best  machinery  is  that  which  does 
its  work  with  the  least  attention  to  itself.  Every- 
thing in  the  Beginners'  Department  should  be  spon- 
taneous, should  seem  to  run  itself.  And  yet  every- 
one knows  that  an  organization,  just  as  a  machine, 
runs  with  the  least  possible  friction  or  confusion 
when  the  engineers  give  it  most  careful  forethought. 
What  assistants  do  you  believe  a  superintendent  of 
twelve  Beginners  should  have?  of  twenty?  of  fifty? 
Which  one  of  these  places  would  you  like  to  fill, 


THE  NURTURE  OF  THE  LITTLE  CHILD    59 

if  you  are  a  woman?  If  you  are  a  man,  in  what 
ways  can  you  help  the  Beginners'  Department  in 
your  school? 

Thought  Questions 

1.  What  features  of  the  best  Beginners'  Class  or  Depart- 
ment you  have  ever  seen  impressed  you  most? 

2.  Do  you  favor  a  separate  service  of  worship  for  Begin- 
ners?   Give  reasons  for  your  answer. 

3.  Make  a  list  of  ways  in  which  little  children  can  be 
really  Christian  helpers. 


CHAPTER    VI 
MIDDLE    CHILDHOOD 

The  sixth  birthday  is  anticipated  with  different 
feelings  by  the  various  members  of  the  household. 
Mother  experiences  the  same  lingering  regret  which 
she  felt  when  sonny's  curls  were  cut  and  when  he 
first  wore  real  boy  clothes.  For  the  father  this 
momentous  day  is  a  source  of  pride  and  joy.  What 
greater  satisfaction  has  he  known  than  when  he 
measures  his  six-year-old  son  by  the  door  and  notes 
how  much  higher  this  year's  mark  is  than  last  year's? 
As  for  sonny  himself,  he  will  have  attained  the 
height  of  his  ambition  if  on  his  sixth  birthday  he 
is  allowed  to  go  to  the  store  by  himself  to  purchase 
his  first  outfit  of  school  supplies. 

Starting  to  school  marks  the  dawn  of  a  new  era 
in  the  lives  of  hoys  and  girls.  Even  for  those  chil- 
dren for  whom  the  kindergarten  has  made  the  transi- 
tion gradual,  entering  the  Primary  Department  is 
still  a  great  event.  On  the  one  hand  there  are  cer- 
tain disagreeable  features.  The  time  for  free  play 
is  shortened.  Certain  specific  tasks  must  be  accom- 
plished. A  considerable  portion  of  each  day  must 
be  spent  away  from  home  and  tlie  home  folks.  Get- 
ting accustomed  to  these  conditions  is  at  first  diffi- 
cult, but  other  delightful  features  of  the  school  life 
soon  cause  these  disadvantages  to  be  forgotten.  The 
school  gives  the  child  an  opportunity  to  mingle 
with  a  large  group  of  boys  and  girls  of  his  own 


MIDDLE  CHILDHOOD  61 

age.  He  is  able  to  enter  into  games  and  projects 
in  which  he  never  could  have  participated  in  his 
limited  play  group  at  home  with  only  one  or  two 
children  and  perhaps  a  grown-up  to  help  him. 

The  Child  at  Play.  The  very  best  way  to  become 
acquainted  with  the  Primary  child  is  to  watch  him 
at  his  play.  Perhaps  some  of  your  acquaintances 
are  of  Primary  age.  If  so,  the  following  incidents 
will  suggest  others  with  which  you  are  familiar : 

Kenneth,  Edwin,  and  Ivan  are  neighbors.  Ken- 
neth is  five,  Edwin  is  seven,  and  Ivan  is  eight.  When 
the  two  older  boys  come  from  school,  Kenneth  is 
waiting  to  play  with  them.  One  of  their  favorite 
games  is  spinning  tops.  Kenneth  watches  the  older 
boys  spinning  their  tops  and  tries  to  make  his  spin 
like  theirs.  When  he  finds  that  he  cannot  do  so,  he 
coaxes  them  to  show  him  how.  His  ambition  is 
satisfied  if  he  can  make  his  go  like  theirs.  But  not 
so  with  Edwin  and  Ivan.  Each  of  them  is  anxious 
to  excel  the  other.  There  is  keen  competition  be- 
tween them. 

When  the  boys  tried  to  teach  Kenneth  how  to 
play  ball,  they  had  a  hard  time  of  it.  First  of  all, 
they  carefully  explained  what  they  were  trying  to 
do.  Ivan  was  to  throw  the  ball  to  Edwin,  who  was 
to  try  to  hit  it.  If  he  succeeded,  he  was  to  run  to 
a  base  not  far  distant  while  Kenneth  was  to  run 
after  the  ball  and  try  to  reach  the  home  base  be- 
fore Edwin  returned.  It  all  seemed  quite  clear,  so 
they  started  to  play.  Edwin  hit  the  ball  and  ran 
to  his  base,  according  to  the  rules.  Kenneth  ran 
after  the  ball.  When  he  got  it,  however,  he  forgot 
all  about  getting  back  home  with  it,  but  stood  shout- 


62  LIFE  IN  THE  MAKING 

ing,  "I  got  it,  I  got  it!"  Ivan  called,  "Throw  it 
home!"  But  Kenneth  failed  to  respond  and  Edwin 
got  home  free.  They  started  to  play  again,  but  met 
with  no  better  success.  At  last,  in  despair,  they 
gave  up.  "He  is  stupid,"  they  said.  But  Kenneth 
is  not  stupid.  He  is  not  yet  old  enough  to  follow 
rules  as  they  know  them.  He  likes  to  play  ball 
because  he  enjoys  the  physical  activity.  When  he 
succeeds  in  catching  the  ball,  he  does  not  think  of 
putting  anyone  out,  for  his  chief  interest  is  in  being 
able  to  get  the  ball.  The  other  two  enjoy  the 
physical  activity  also,  but  they  have  reached  a  stage 
in  their  development  when  it  is  natural  for  them  to 
organise  their  play  about  a  definite  end.  They  are 
not  simply  playing;  they  are  jjlaying  a  game.  True, 
their  games  are  not  very  complex,  and  in  the  eyes 
of  older  children  they  would  probably  seem  "silly"; 
but  they  are  games  nevertheless. 

In  our  study  of  the  child  of  four  and  five  we 
saw  that  he  lives  in  a  world  of  make-believe.  Some- 
times he  is  a  fairy,  sometimes,  half  in  play  and  half 
in  earnest,  he  copies  other  people's  actions.  Does 
our  sturdy  Primary  child  indulge  in  any  such  fanci- 
ful play?  If  so,  how  does  it  resemble  and  how  does 
it  differ  from  the  games  he  played  when  he  was 
younger? 

A  small  company  of  Primary  boys  and  girls  were 
having  a  party.  One  of  the  girls  had  brought  with 
her  a  beautiful  baby  doll,  as  large  as  a  real  baby 
and  dressed  in  real  baby  clothes.  The  attention  of 
the  girls  was  centered  upon  this  treasure,  and  the 
boys  began  to  feel  decidedly  out  of  it.  They  soon 
devised  a  game,  however,  which  would  allow  them 


MIDDLE  CHILDHOOD  63 

to  participate  without  loss  of  dignity  in  the  girls' 
game  of  "house."  They  were  to  be  kidnapers.  At 
night,  when  the  girls  were  asleep,  they  were  to  break 
into  the  house,  steal  the  baby  away,  kill  it,  and 
bury  it.  So  heartily  did  they  enter  into  the  spirit 
of  the  game  that  the  doll  really  was  beheaded  and 
buried.  Their  parents  were  shocked  and  wondered 
how  their  children  could  have  thought  of  such  a 
thing.  As  this  occurred  before  the  days  of  the 
moving-picture  theater,  that  institution  cannot  be 
blamed  for  having  supplied  the  incentive  for  the 
game.  It  is  probable  that  a  newspaper  story  may 
have  suggested  parts  of  the  plot,  while  the  boys 
simply  invented  the  rest.  In  many  of  the  make- 
believe  games  of  this  period  we  find  imitation  and 
imagination  blended  in  this  way.  Such  imitative 
play  is  far  removed  from  the  simple  copying  of 
individual  acts.  The  small  child  who  tried  to  poke 
the  fire  as  his  mother  did,  or  shovel  snow  like  his 
father,  could  not  have  invented  a  game  so  compli- 
cated as  the  one  which  has  just  been  described.  Nor 
does  the  primary  child  content  himself  with  such 
mere  imitations  as  the  Beginners  enjoy.  Bather  does 
he  select  certain  acts  which  he  has  seen  others  per- 
form and  make  them  over,  combining  them  in  differ- 
ent ways  or  introducing  material  of  his  own  imagin- 
ing. 

At  some  time  in  the  late  Primary  period  the  child 
is  likely  to  show  an  interest  in  making  collections. 
This  characteristic  does  not  reach  its  height  until 
the  Junior  period  and  is  therefore  more  properly 
considered  a  Junior  characteristic.  However,  since 
children  of  eight  and  even  as  young  as  seven  some- 


64  LIFE  IN  THE  MAKING 

times  start  making  collections,  and  since  it  is  also 
possible  to  make  good  use  in  the  schoolroom  of  this 
fondness  for  collecting,  it  will  be  well  to  watch  for 
it  at  this  time. 

But  just  playing  does  not  by  any  means  include 
the  whole  of  the  Primary  child's  activities.  As  has 
been  mentioned,  school  with  its  serious  tasks  claims 
him  for  several  hours  each  day,  and  even  when  he 
is  at  home  he  is  often  expected  to  assume  a  share 
of  responsibility  for  the  work  of  the  house.  But 
in  the  schoolroom  and  in  the  performance  of  home 
duties  he  is  the  same  child  as  on  the  playground. 

ITsing  Natural  Interests.  The  competition  or 
rivalry  which  was  one  of  the  striking  characteris- 
tics manifested  in  the  play  of  Primary  children  is 
often  prominent  in  the  schoolroom.  If  allowed  to 
go  too  far,  it  sometimes  leads  to  disagreeable  hap- 
penings. On  the  other  hand,  many  teachers  find  it 
a  helpful  ally  in  getting  boys  and  girls  to  under- 
take unattractive  tasks.  Learning  multiplication 
tables,  for  instance,  is  usually  disliked,  but  if  the 
pupils  can  be  encouraged  to  enter  into  it  in  a  spirit 
of  competition,  this  distasteful  work  can  be  quickly 
accomplished. 

At  home  and  in  the  Sunday  school  there  is  fre- 
quent evidence  of  the  competitive  spirit.  It  is  the 
cause  of  occasional  wild  scrambles  for  the  best  seat 
in  the  classroom.  Sometimes  its  effects  are  even 
more  undesirable.  In  whatever  guise  it  appears  it 
presents  an  opportunity  as  well  as  an  imperative 
problem. 

The  interest  that  was  displayed  in  learning  to 
play  games  also  shows  itself  in  an  effort  to  learn 


MIDDLE  CHILDHOOD  65 

to  do  many  other  things.  Rules  begin  to  seem  very 
important.  "You  don't  do  it  that  way,"  and  "This 
is  the  way  to  do  it"  are  phrases  often  heard  in  the 
Primary  Department.  It  seems  as  if  simply  know- 
ing that  people  do  such  a  thing  in  a  certain  way 
is  a  sufficient  reason  for  doing  it  that  way.  Boys 
and  girls  are  now  usually  glad  to  learn  certain 
rules  of  conduct.  This  is  another  characteristic 
which  the  teacher  can  use. 

Strange  as  it  may  seem,  the  very  children  who 
like  to  follow  rules  without  questioning  them  also 
like  sometimes  to  make  rules  for  themselves.  The 
conduct  of  the  younger  children  is  partly  determined 
by  habits  which  they  have  already  formed  and  by 
the  particular  situation  in  which  they  find  them- 
selves. Primary  children,  however,  can  occasionally 
think  out  and  decide  for  themselves  which  of  two 
courses  to  take. 

A  teacher  who  was  troubled  with  disorder  in  her 
classroom  was  able  to  make  use  of  this  ability  to 
make  rules  in  solving  her  problem.  The  incident 
will  show  just  the  sort  of  decisions  Primary  chil- 
dren can  make.  The  class  had  a  sand  table.  Some 
of  the  children  used  to  work  at  the  sand  table  while 
others  worked  at  their  seats.  As  they  busied  them- 
selves with  their  sand  maps  they  often  became  quite 
noisy  and  disturbed  the  rest  of  the  class.  One 
morning  before  work  began  the  teacher  asked  if  any 
one  in  the  class  had  ever  noticed  how  many  boys  and 
girls  become  noisy  when  they  are  at  the  sand  table. 
Several  in  the  class  had  noticed  this.  A  discussion 
followed  as  to  the  undesirability  of  such  noise  and 
possible  means  of  preventing  it.     The  final  conclu- 


66  LIFE  IN  THE  MAKING 

sion  was  that  every  person  who  went  to  the  table 
must  try  to  remember  to  work  quietly.  Anyone  who 
could  not  do  so  would  have  to  leave  the  table  and 
do  other  work.  It  was  interesting  to  see  how  the 
plan  worked.  That  very  morning  John  became  so 
excited  over  the  working  out  of  certain  details  in 
his  sand  picture  that  he  forgot  about  the  noise  he 
was  making.  John  was  warned.  His  talking  ceased, 
but  only  for  a  few  minutes.  Then  the  teacher  asked 
the  class,  "Do  you  think  we  had  better  ask  John 
to  do  some  other  work  ?"  All  agreed  that  this  would 
be  the  best  plan.  The  class  had  thought  out  the 
problem.  They  knew  that  loud  talking  disturbed 
them  as  they  worked.  They  made  a  rule  about  it. 
John's  punishment  was  simply  carrying  out  the 
rule  of  the  class.  The  teacher  might  have  said, 
"John,  take  your  seat!"  The  class  would  probably 
have  thought,  "John  has  been  bothering  the  teacher." 
It  would  have  been  considered  none  of  their  affair. 
John  might  have  left  the  table  with  a  grin  on  his 
face,  indicating  that  he  felt  quite  smart  for  having 
made  the  teacher  cross.  Then  he  would  have  been 
a  hero  in  the  eyes  of  the  other  children. 

The  Primary  Child's  Questions.  As  we  studied  the 
child  of  four  and  five  we  observed  that  he  was  an 
inveterate  questioner.  It  is  interesting  to  notice 
how  this  characteristic  persists  in  the  Primary 
group  and  the  form  it  takes.  Most  questions  con- 
cerning the  origin  of  the  world  are  asked  and  an- 
swered before  the  child  is  six.  If  the  child  could 
state  his  pliilosophy  and  creed,  we  might  be  shocked, 
but  that  philosoi)hy  and  creed  satisfy  him  and  are 
a  sufficient  basis  for  the  experience  which  comes  to 


MIDDLE  CHILDHOOD  67 

him  later.  God  probably  seems  to  be, physically  like 
those  human  beings  whom  the  child  knows  and  loves 
best.  The  little  girl  who  thought  God  must  have 
yellow  hair  and  blue  ej^es  like  her  mother  was  only 
ascribing  to  the  heavenly  Father  the  most  glorious 
attributes  she  knew.  How  else  can  the  little  child 
think  of  God  than  as  greater  and  more  wonderful 
than  the  very  best  he  knows?  When  he  thinks  of 
his  mother  he  sees  a  picture  of  her,  and  when  he 
thinks  of  God  he  thinks  of  a  person.  But  strange 
and  inadequate  as  his  ideas  seem  to  us,  they  may  yet 
contain  the  very  heart  of  the  truth. 

The  Primary  period,  witli  its  new  associations, 
brings  new  problems.  These  are  in  marked  contrast 
to  the  earlier  ones.  No  longer  does  the  child  ponder 
over  who  makes  the  stars.  His  questions  are  noiv 
about  matters  which  more  closely  concern  his  daily 
life.  They  include  such  queries  as  these:  "How 
do  you  make  a  kite?"  *'How  do  you  hold  a  bat?" 
When  Katharine  was  seven  she  was  taken  to  see  some 
moving  pictures  of  Hiawatha.  She  knew  and  loved 
the  story,  but  for  some  minutes  after  the  pictures 
began  she  wriggled  and  twisted,  and  her  mother  was 
disappointed  because  of  her  inattention.  At  last, 
in  a  relieved  voice,  Katharine  said,  ''Oh,  there  it  is !" 

"What  is  it,  dear?"  asked  her  mother. 

"I  couldn't  tell  where  the  pictures  were  coming 
from.  The  machine  is  away  over  there.  See?"  she 
explained. 

She  was  very  much  interested  in  how  those  pic- 
tures were  being  made  and  could  not  content  her- 
self until  she  had  made  the  discovery. 

Moral  Problems.    In  their  relations  with  other  chil- 


68  LIFE  IN  THE  MAKING 

dren  on  the  playground,  as  well  as  in  their  dealings 
with  parents  and  teachers,  many  moral  and  religious 
problems  arise.  These,  too,  are  concrete:  "Why 
must  I  not  hit  back?"  "Why  must  I  not  play  for 
keeps?"  Grown-ups  talk  much  about  lying,  kind- 
ness, helpfulness,  and  the  like,  but  Primary  boys 
and  girls  do  not  think  about  virtues  and  vices  as 
such.  They  are  concerned  rather  with  such  par- 
ticular problems  as  helping  Pauline  with  her  lessons 
or  pounding  Jack  because  he  won't  lend  his  ball. 

Story  Interests.  The  same  plea,  "Please  tell  us 
a  story,"  which  so  frequently  is  heard  in  the  Be- 
ginners' Department,  is  constantly  on  the  lips  of 
the  Primary  child.  Some  of  the  very  same  stories 
are  demanded.  Other  Beginners'  stories  are  not 
acceptable  because  the  Primary  child,  with  his 
broader  experience,  feels  that  they  are  babyish. 
Then,  too,  the  new  interests  of  the  Primaiy  child, 
as  well  as  his  particular  needs,  place  emphasis  upon 
a  new  kind  of  story.  Because  they  are  interested 
in  concrete  problems,  stories  which  depict  such 
problems  are  appreciated. 

Thought  Questions 

1.  Make  brief  notes  of  your  observations  of  the  games  of 
Primary  children  and  discuss  the  characteristics  illustrated 
in  each  instance. 

2.  Make  a  list  of  questions  that  you  have  heard  Primary 
children  ask.  How  do  these  differ  from  the  questions  of 
Beginners? 

3.  If  you  were  teaching  a  Primary  class  what  are  some  of 
the  moral  and  religious  problems  you  would  expect  to  have 
to  deal  with? 


CHArTER    VII 
LESSONS  FOR  PRIMARY  CHILDREN 

The  religion  of  the  little  child  is  a  tender  plant, 
and  if  its  growth  is  to  be  normal  and  constant,  it 
requires  intelligent,  watchful  care.  We  have  sought 
to  indicate  something  of  how  it  may  be  nurtured  in 
early  childhood,  and  we  come  now  to  the  Primary 
years,  the  period  of  middle  childhood.  What  help 
can  lessons  give  in  aiding  the  growth  of  the  Primary 
child's  religion?  What  kinds  of  lessons  will  be  of 
largest  value? 

The  child's  interest  in  stories  continues.  The 
Primary  child  is  not  less  eager  for  stories  than  is 
the  Beginner.  "It  is  bed-time  for  little  girls  of 
seven,"  said  father.  "Please  tell  me  just  two  stories 
before  I  get  ready  for  bed,"  entreated  little  Seven- 
Year-Old.  Two  stories  were  told.  "Now,  please  tell 
me  just  three  stories  after  I  get  into  bed."  The 
three  stories  were  told.  "Oh,  thank  you.  Those  were 
fine  stories!  Now,  won't  you  please  tell  me  just 
one  more  story  before  I  go  to  sleep?"  Is  the  child's 
hunger  for  stories  ever  fully  satisfied?  We  may  be 
sure  that  lessons  in  story  form  will  be  eagerly  wel- 
comed by  children  of  six,  seven,  and  eight.  They 
will  delight  to  hear  the  stories  told;  they  will  wish 
to  have  them  read  to  them  at  home ;  they  will  gladly 
labor  to  read  them  for  themselves. 

69 


70  LIFE  IN  THE  MAKING 

Since  the  Primary  cliild's  interest  in  stories  is  so 
marked,  it  will  be  agreed  that  we  should  provide 
story  lessons  for  him.  What  are  his  needs  which 
story  lessons  can  supply?  What  kinds  of  stories 
will  be  of  largest  value  to  him?  We  have  learned 
that  the  child's  world  is  larger  than  during  the 
years  of  early  childhoodj  his  experience  somewhat 
broader,  and  his  knowledge  increased,  but  that  his 
life  still  centers  in  the  home  and  the  home  relation- 
ships. These  facts  help  us  in  deciding  as  to  the 
character  of  the  lesson  stories  needed. 

Stories  of  the  Heavenly  Father.  The  child's  need 
to  know  about  the  heavenly  Father  is  as  urgent  now 
as  it  was  during  the  earlier  years.  His  capacity  to 
know  God  has  increased  as  his  world  has  enlarged 
and  his  experience  has  broadened.  The  simple 
stories  of  the  Father's  care  which  related  God  to 
the  things  and  persons  of  the  little  child's  world 
should  now  be  followed  by  similar  stories  that  will 
deepen  his  sense  of  dependence  and  broaden  and 
strengthen  his  thought  of  God's  love  and  care. 

How  should  these  stories  differ,  if  at  all,  from 
those  told  to  Beginners?  Will  it  not  be  well  again 
to  lead  the  child  to  think  of  his  simple  daily  needs, 
such  as  those  for  water  and  food,  reminding  him 
that  these  needs  are  supplied  by  the  heavenly  Father? 

In  what  other  ways  can  his  thought  of  God  be 
enriched?  Can  the  thought  of  God's  love  and  care 
be  used  to  overcome  the  fears  to  which  children  of 
this  age  are  peculiarly  subject?  How  can  the  power 
of  God  to  give  protective  care  be  made  real  to  the 
child,  and  his  fears  thus  overcome?  The  protection 
given  by  parents,  by  friends  older  than  himself,  and 


LESSONS  FOR  PRIMARY  CHILDREN     71 

by  public  guardians,  such  as  policemen  and  watch- 
men, is  very  real  to  the  child.  May  this  not  be  used 
to  illustrate  the  protective  care  of  God?  Stories 
of  protection  given  by  parents  in  some  time  of  peril 
or  by  friends  in  places  of  danger  may  be  followed 
by  the  suggestion  that  God  is  our  Father,  our  loving 
heavenly  Father,  who  is  near  us  at  all  times.  Stories 
which  show  the  greatness  of  God's  power  help  the 
child  to  understand  how  he  can  care  for  all  the 
creatures  of  his  love.  Can  you  suggest  needs  of  the 
child  other  than  that  for  the  overcoming  of  fear 
which  may  be  met  by  lessons  that  teach  of  the  pro- 
tective providence  of  God? 

Consult,  now,  the  Teacher's  Text  Book,  Primary 
Course,  Year  One,  International  Graded  System. 
Note  in  the  outline  of  lessons  for  the  first  year  the 
first  six  themes,  as  follows:  "God  the  Creator  and 
Father,"  "God  the  Loving  Father  and  His  Good 
Gifts,"  "God's  Care  Calling  Forth  Love  and  Thanks," 
"Love  Shown  by  Giving,"  "God's  Best  Gift,"  "God 
the  Protector."  Read  next  the  titles  of  the  lessons 
given  under  this  latter  theme  and  in  each  case  the 
aim  of  the  lesson.  If  possible,  carry  the  study  of 
these  lessons  one  step  further  by  reading  each  lesson 
story.  Consider  again  the  questions  of  the  preceding 
paragraph  and  supplement  your  previous  answers. 

Jesus  as  Helper,  Friend,  and  Saviour.  We  desire 
the  little  child  to  love  Jesus,  and  to  know  him  as  his 
Helper,  Friend,  and  Saviour.  Jesus  may  be  made 
real  to  the  Primary  child,  and  may  be  made  to  seem 
near  by  stories  which  tell  of  him  as  a  baby,  as  a 
little  child,  as  a  boy  of  twelve,  and  as  the  great 
Helper  and  Friend  of  men  and  women  and  little 


72  LIFE  IN  THE  MAKING 

children.  How  may  the  love  of  the  child  be  won 
for  Christ  Jesus?  No  one  is  more  responsive  to 
love  than  the  little  child.  Stories  which  tell  of  the 
love  of  Jesus  for  children;  of  his  kindly,  gracious 
ministry  to  those  in  need — of  how  he  made  the  blind 
to  see,  the  deaf  to  hear,  the  lame  to  walk,  and 
brought  healing  and  comfort  to  the  sick  and  the 
sad  will  not  fail  to  win  the  heart  of  the  little  child. 
He  will  learn  to  love  Jesus  and  will  be  inspired  with 
a  desire  and  purpose  to  be  like  him  and  make  his 
life  one  of  helpfulness  and  service.  We  recall  the 
invitation  which  Jesus  often  extended,  "Follow  me." 
Does  this  express  a  thought  to  which  a  little  child 
can  respond  ?  Led  to  love  Jesus,  the  child  who  hears 
stories  of  those  who  became  followers  of  Jesus  will 
desire  himself  to  become  a  friend  and  follower. 

In  these  years  the  child  has  his  first  glimmering 
of  the  principle  which  we  who  are  older  have  come 
to  realize:  "When  I  would  do  good,  evil  is  present 
with  me."  In  childish  ways  there  is  beginning  to 
come  to  him  the  universal  experience  of  moral  fail- 
ure; unconsciously  he  is  beginning  to  illustrate  the 
strength  of  the  tendency  to  evil  and  to  exemplify 
human  weakness.  He  needs  to  know  of  Jesus  as 
moral  Helper,  and  to  realize  that  if  he  tries  in  his 
own  strength  to  do  the  right  and  asks  for  help, 
added  power  will  come  to  him.  Can  you  think  of 
stories  from  the  Bible  that  teach  this  lesson? 

Can  the  stories  of  the  ministry  of  Jesus  which  we 
have  in  the  New  Testament  be  used  without  change 
of  form  in  teaching  children?  Consider,  for  exam- 
ple, their  brevity  and  lack  of  detail.  Read  the  ac- 
count of  the  healing  of  Bartimaeus    (Mark  10.  46- 


LESSONS  FOR  PRIMARY  CHILDREN      73 

52).  If  the  exact  words  of  the  evangelist  are  used, 
this  story  may  be  told  in  less  than  two  minutes. 
To  be  used  in  teaching  Primary  children  will  it  need 
to  be  lengthened?  What  elaboration  should  it  have? 
After  considering  these  questions  turn  to  Lesson 
18,  in  Bible  Stories  for  the  Sunday  School  and  Home 
(International  Graded  System,  Primary  Course, 
Year  Two),  and  read  the  story  as  told  therein.  Will 
it  be  necessary  to  elaborate  most  of  the  Bible  stories 
in  some  such  form  as  this? 

Make  a  list  of  the  lessons  about  Jesus  in  the 
three  years  of  the  Primary  Graded  Course.  Note 
how  fully  the  needs  of  Primary  children  as  stated 
above  are  met  by  these  lessons. 

Instruction  Concerning  Right  and  Wrong.  It  is  to 
be  realized  that  the  child  of  Primary  age  has  not 
progressed  far  in  making  moral  distinctions.  He 
needs  to  be  aided  in  discerning  between  what  is  right 
and  what  is  wrong  in  his  conduct ;  he  needs  to  realize 
that  he  has  power  to  choose  to  do  right;  he  needs 
to  have  the  desire  and  purpose  to  do  right  quickened 
within  him ;  he  needs  to  understand  that  to  do  the 
right  is  God's  will  for  him.  The  picturing  of  right 
conduct  through  stories  will  make  a  deeper  impres- 
sion upon  his  mind  than  learning  moral  precepts. 
It  is  to  be  remembered  that  he  thinks  almost  wholly 
in  concrete  terms.  Precepts  and  laws  are  necessarily 
expressed  in  terms  of  abstract  ideas,  while  the  con- 
duct which  the  story  pictures  is  concrete.  Next  to 
his  need  of  being  aided  in  making  moral  discrimina- 
tions the  child  needs  to  have  the  right,  the  good,  and 
the  true  made  attractive  and  desirable. 

It  is  sometimes  said  that  obedience  is  the  funda- 


74  LIFE  IN  THE  MAKING 

mental  moral  virtue.  But  what  do  we  mean  by 
obedience?  Is  it  to  be  desired  that  the  child  shall 
act  automatically  in  response  to  commands,  reason- 
able or  unreasonable,  addressed  to  him  by  parents 
and  teachers,  much  as  a  jumping-jack  responds 
when  we  pull  the  string?  Is  this  what  we  mean  when 
we  say  that  the  child  must  be  taught  to  obey?  How 
much  of  moral  or  religious  significance  is  there  in 
mechanical  obedience?  Is  it  not  important  to  begin 
as  early  as  the  Primary  years  to  make  clear  to  the 
child  wh^^  the  commands  which  we  attempt  to  en- 
force are  laid  upon  him?  Is  not  the  larger  signifi- 
cance of  what  we  mean  by  obedience  to  be  found  in 
the  development  in  the  child  of  ajjpreciation  of  the 
right,  the  good,  and  the  true  as  these  are  exemplified 
in  certain  definite  acts  which  we  wish  him  to  per- 
form? Let  us  freely  recognize  that  it  is  only  as  we 
succeed  in  building  up  in  the  child  an  appreciation 
of  moral  valpes  and  as  we  lead  him  to  choose  the 
right  because  it  seems  significant  and  worthful  to 
him  that  his  choice  and  conduct  comes  to  have  real 
moral  content. 

What  are  some  other  forms  of  conduct  which  we 
should  seek  to  make  attractive  to  the  Primary  child? 
We  will  be  helped  in  answering  this  question  by 
considering  another,  namely,  Wliat  are  some  of  the 
right  and  virtuous  acts  of  which  a  child  of  this  age 
is  capable? 

While  kindness  as  an  abstract  term  will  not  mean 
much  to  him,  can  a  child  of  this  age  understand 
what  kindness  in  his  relations  to  others  is,  what 
it  means  for  him  to  be  kind?  Does  the  child  have 
opportunities  of  showing  kindness?  for  example,  of 


LESSONS  FOR  PRIMARY  CHILDREN     75 

being  kind  to  pets  and  other  animals  and  to  birds? 
Are  there  acts  of  kindness  which  he  may  show  to 
other  children,  to  people  who  are  unfortunate,  and 
to  the  sick?  Make  note  of  acts  of  kindness  which 
you  have  known  little  children  to  do.  The  meaning 
of  kindness,  as  well  as  ways  in  which  the  child  can 
show  kindness,  may  be  shown  by  lesson  stories  from 
the  Bible  and  from  other  sources. 

Is  a  child  of  Primary  age  capable  of  gratitude? 
Is  it  desirable  to  develop  in  the  little  child  grateful- 
ness— the  spirit  of  thankfulness  to  parents,  to 
teachers,  to  public  servants,  and  to  the  heavenly 
Father  as  the  Giver  of  all  good  gifts? 

We  have  noted  that  during  this  period  the  child 
is  still  self-centered.  When  he  plays  in  the  company 
of  other  children,  as  a  usual  thing  he  plays  for  him- 
self. Is  it  important  that  we  endeavor  by  lesson 
stories  to  help  the  child  overcome  this  selfness? 
We  may  help  the  Primary  child  to  be  unselfish  and 
to  willingly  and  cheerfully  give  up  his  own  way. 
The  importance  of  this  is  emphasized  by  Elizabeth 
Harrison :  "Of  all  the  essentials  of  true  character- 
building,  there  is  perhaps  none  more  important  than 
this,  that  the  child  should  learn,  through  love,  to 
give  up  his  own  will  to  others ;  for  the  sake  of  others 
he  should  learn  from  the  very  beginning  of  life  to 
submit  to  things  which  are  unpleasant  to  him." 

Can  we  deepen  and  strengthen  the  love,  of  the 
Primary  child  for  his  parents,  for  the  heavenly 
Father,  and  for  Jesus?  May  we  reasonably  expect 
as  the  child  passes  through  this  period  that  we  can 
help  him  by  our  lesson  teaching  to  become  more 
loving  and  more  trustful?    It  is  a  recognized  princi- 


76  LIFE  IN  THE  MAKING 

pie  that  love  for  others  develops  by  doing  for  them. 
Can  we  find  lesson  stories  that  will  suggest  definite 
things  the  child  may  do  for  God?  Our  religion 
teaches  us  that  we  do  for  God  by  giving  to  those  who 
are  in  need  and  by  helping  those  who  require  help. 
Can  this  be  made  clear  to  the  mind  of  a  Primary 
child?  Is  it  possible  thoroughly  to  convey  to  his 
mind  the  interpretation  of  love  as  service? 

Is  it  necessary  to  teach  a  child  to  be  forgiving? 
Unquestionabl}',  the  child  naturally  retaliates  for 
an  injury  or  wrong.  He  is  likely  also  to  cherish 
anger  and  ill-feelings  for  a  time  against  one  who  has 
done  him  an  injury,  although  the  disposition  to  do  so 
may  frequently  be  traced  to  the  words  and  example 
of  older  people.  Through  stories  it  is  possible  to 
make  clear  to  the  Primary  child  what  forgiveness 
means  and  to  beget  in  him  the  desire  to  be  forgiving. 

Do  you  think  of  other  moral  virtues  desirable  in 
the  conduct  of  Primary  children?  Will  it  be  of 
help  in  training  children  of  this  age  in  right  moral 
attitudes  to  teach  them  that  right  feeling  and  right 
doing  are  pleasing  to  the  heavenly  Father,  and  that 
wrong  is  displeasing  to  him?  Is  it  desirable  also 
to  emphasize  the  power  of  choice  and  endeavor  to 
make  clear  that  every  wrong  act  is  accompanied  by 
a  choice  of  wrong?  Will  it  help  the  child  to  choose 
the  right  if  we  teach  him  that  right  doing  is  God's 
loving  desire  and  will  for  him? 

We  are  to  recognize,  of  course,  that  it  is  still 
true  of  children  of  this  age  that  they  act  much  more 
frequently  in  response  to  suggestion  and  feeling  than 
from  conscious  choice.  There  is  comparatively  little 
action  which  is  the  result  of  deliberative  thought. 


LESSONS  FOR  PRIMARY  CHILDREN     77 

What  is  the  inference  from  this  as  to  the  kind  of 
lesson  stories  to  be  chosen  for  the  purpose  of  teach- 
ing kindness,  thankfulness,  unselfishness,  love,  and 
forgiveness?  Our  lesson  stories  should  picture  con- 
duct which  illustrates  and  exemplifies  these  graces 
of  character.  We  may  be  sure  that  concrete  exam- 
ples in  attractive  story  form  will  supply  the  sug- 
gestion and  feeling  needed  for  the  reproduction  of 
similar  acts  in  the  child's  conduct. 

Prayer.  The  dependence  of  the  little  child  makes 
it  very  easy  for  him  to  turn  to  God  in  prayer.  Many 
cases  have  been  known  in  which  the  suggestion  that 
the  child  pray  has  been  made  by  the  child  to  the 
parent  in  a  request  to  be  taught  a  prayer,  instead  of 
having  been  made  by  the  parent.  Perhaps  the  child 
saw  a  picture  of  another  child  kneeling  in  prayer, 
or  heard  a  story  of  a  child's  prayer,  or  learned  in 
Sunday  school  that  little  children  say  prayers.  We 
will  desire  to  train  the  Primary  child  in  worship. 
It  is  desirable  as  a  part  of  this  training  to  teach 
him  by  means  of  lessons  something  of  the  meaning 
of  prayer.  He  should  be  taught  for  what  and  for 
whom  he  should  pray,  something  about  times  and 
places  for  prayer,  and  be  given  some  explanation 
concerning  answers  to  prayer.  Is  it  possible  to 
make  a  child  of  this  age  understand  that  it  is  not 
always  best  for  him  to  have  all  the  things  he  desires 
and  for  which  he  prays?  Here,  again,  it  should  be 
said  that  lesson  stories  which  tell  of  prayer  on  the 
part  of  those  whom  the  child  admires  and  loves  will 
be  much  more  influential  in  leading  him  to  pray  than 
direct  precept  or  any  amount  of  moralizing  con- 
cerning the  duty  of  prayer. 


78  LIFE  IN  THE  MAKING 

Nature  Lessons.  The  appeal  of  nature  to  the  child 
through  his  active,  eager  senses  is  strong  and  con- 
stant. His  interest  in  flowers  and  birds,  in  domestic 
animals  and  household  pets,  never  wanes,  and  his 
fellowship  with  them  is  full  and  joyous.  Is  it  possible 
to  bring  to  him  lessons  from  nature  that  will  help 
him  in  his  religious  life?  There  has  been  much  dis- 
cussion in  certain  church  circles  concerning  the 
adaptability  and  value  of  nature  lessons  as  a  means 
of  teaching  religion.  If  we  really  know  children 
and  are  acquainted  with  their  interests,  we  will 
have  no  doubt  of  the  value  of  such  lessons. 

Lessons  for  Special  Occasions.  The  joy  of  the  child 
in  the  festivals  of  the  Christian  year  is  almost  un- 
bounded. For  months  children  look  forward  to 
Christmas  with  glad  anticipation,  and  their  pleas- 
ure in  Thanksgiving  and  in  Easter  is  but  little  less 
marked.  In  order  that  these  occasions  may  be  some- 
thing more  than  happy  celebrations  it  is  desirable 
to  provide  lessons  that  will  interpret  their  religious 
significance  in  terms  that  Primary  children  can 
understand.  The  material  in  the  New  Testament 
concerning  the  birth  of  the  Christ-child  makes  it 
easy  to  do  this  in  the  case  of  Christmas.  The  Christ- 
mas story  is  of  never-failing  interest  and  value  to 
children.  Stories  of  Thanksgiving  suggest  God's 
bounty  and  goodness  and  inspire  gratitude  and 
praise  in  children's  hearts.  The  teaching  of  Easter 
is  not  so  obvious,  but  it  is  within  the  range  of  un- 
derstanding of  Primary  children,  especially  if  it  is 
illustrated  from  nature.  Should  children  of  this  age 
be  told  of  the  death  and  resurrection  of  Christ,  or 
is  it  better  not  to  allude  to  the  fact  of  death  in  teach- 


LESSONS  FOR  PRIMARY  CHILDREN      79 

ing  them?  In  considering  this  question  it  is  to  be 
remembered  that  the  fact  of  death  cannot  be  kept 
from  them.  Their  pets  die ;  they  hear  playmates  and 
older  people  refer  to  death ;  they  see  cemeteries  and 
funeral  processions;  sooner  or  later  some  acquaint- 
ance is  taken  away.  If  we  are  to  relieve  their  minds 
from  terrifying  fears  and  crude,  harmful  notions, 
it  is  desirable  to  give  them  the  beautiful  Christian 
teaching  of  life  eternal,  which  can  be  done  in  no 
other  way  more  appropriately  than  in  connection 
with  the  story  of  the  death  and  resurrection  of  Jesus. 

Thought  Questions 

1.  What  has  been  your  experience  in  telling  stories  to 
children  of  Primary  age?  Jot  down  on  paper  some 
particulars. 

2.  What  was  your  conception  of  God  when  you  were  of 
Primary  age? 

3.  Can  you  suggest  stories  which  you  think  would  be 
helpful  in  influencing  the  conduct  of  children  in  particular 
ways? 


K 


CHAPTER  VIII 
THE  NURTURE  OF  PRIMARY  CHILDREN 

"Mamma,  just  think!  I've  only  twelve  years  more 
to  go  to  school,"  said  a  little  girl  as  she  came  running 
in  to  her  mother  after  her  first  day  in  school.  In 
later  life  she  writes,  "Poor  little  innocent !  She  has 
been  going  to  school  ever  since."  How  eager,  how 
confident,  how  limited  is  the  mind  of  a  six-year-old ! 
How  are  we  to  help  him  push  up  his  tender  life  in 
a  big  world? 

The  teacher  of  Primary  pupils  must  be  a  good 
gardener.  We  speak  of  the  school  for  early  child- 
hood as  the  kindergarten  (children  garden),  but 
as  a  matter  of  fact  every  school  for  children  is  a 
garden.  Children  grow  by  means  of  food,  light, 
and  exercise  just  as  much  as  plants  do.  But  in 
most  homes  there  are  more  books  and  magazines 
on  the  culture  of  gardens  than  there  are  on  the 
nurture  of  child  life. 

"How  much  is  this  boy  worth?"  asked  a  temper- 
ance orator  of  his  audience,  pointing  to  a  boy  on 
the  front  seat.  A  wag  answered,  "Two  cents,"  and 
the  audience  shook  with  laughter.  But  their  mirth 
was  short  lived,  for  the  orator  said :  "Yes,  that  is 
probably  the  way  you  value  him.  You  study  how 
to  raise  hogs  and  cattle  and  chickens;  you  make  the 
best  provision  for  them  that  you  possibly  can ;  but 
your  boys  you  just  let  grow  uj)."     The  charge  was 

80 


THE  NURTURE  OF  PRIMARY  CHILDREN  81 

true,  and  it  would  hold  against  almost  any  au- 
dience. We  knc  v  that  God's  laws  must  be  obeyed 
in  the  raising  ot  vegetables  and  live  stock, — no  one 
would  think  of  putting  his  own  whims  first  and 
expect  to  get  good  results.  But  with  children  we 
too  often  consult  only  our  personal  desires  or  com- 
fort, and  reap  a  measure  of  failure  that  is  inevitable. 

Qualifications  of  a  Good  Teacher.  In  what  respects 
would  an  ideal  teacher  for  Primary  children  differ 
from  a  teacher  of  Beginners?  The  difference  is  not 
great — in  all  probability  most  people  who  succeed 
in  one  department  might  have  succeeded  in  the 
other  if  they  had  made  the  same  careful  prepara- 
tion for  it.  Love,  and  knowledge  of  the  child's 
needs  are  the  first  prerequisites  for  both,  but  some 
of  the  other  qualities  will  receive  a  different  em- 
phasis. Resourcefulness  is  important,  but  the  Pri- 
mary child's  mind  will  not  wander  quite  so  sud- 
denly as  that  of  the  younger  child  nor  go  so  far 
afield.  However,  the  problem  of  discipline  will  be 
harder  than  with  the  Beginner  because  it  must  be 
a  discipline  to  which  the  pupil's  developing  judg- 
ment gives  assent.  The  intellectual  qualifications 
are  a  little  more  important,  because  the  child  is 
learning  in  day  school  and  may  have  very  sharp 
wits  for  detecting  a  teacher's  w^eakness.  Patience 
is  not  so  severely  put  to  the  test,  but  more  activity 
is  demanded.  The  pupil  will  imitate  the  teacher, 
but  he  wants  one  who  is  active  and  strong.  A  good 
story-teller  is  indispensable,  and  ability  to  direct 
handwork  should  be  cultivated. 

The  teacher  of  Primary  pupils  must,  then,  first  of 
all  be  a  good  gardener.    Her  pupils  are  the  growing 


82  LIFE  IN  THE  MAKING 

plants.  She  must  bring  to  them  food,  light,  exer- 
cise— just  the  things  which  thet  '.  boys  and  girls 
can  take  hold  of  and  make  a  part  of  their  lives.  Of 
course  she  will  teach  in  stories,  for  that  is  the  way 
by  which  the  children  understand  a  lesson  best. 
She  will  have  the  class  tell  the  story  back  to  her 
in  their  own  way,  making  a  place  in  the  program 
for  the  children  to  retell  it  orally  or  dramatically 
on  the  following  Sunday.  She  will  also  help  them 
to  illustrate  it  by  drawing,  pasting  pictures,  mak- 
ing models,  or  some  other  form  of  handwork  which 
the  child  feels  will  help  mother  or  sister  also 
to  know  the  story.  She  will  have  them  report  how 
they  try  to  obey  their  parents  and  how  their  heav- 
enly Father  helps  them  take  care  of  their  pets 
as  he  helped  David  look  after  his  sheep.  These  are 
means  by  which  a  child  receives  the  spiritual  food, 
light,  exercise,  which  he  needs.  If  the  teacher 
knows  well  the  contents  of  the  pupils'  enlarging 
world  and  will  lead  them  as  lovingly  as  a  mother, 
her  success  is  assured. 

Equipment  for  Primary  Work.  But  she  needs  many 
helps  in  addition  to  her  own  personal  equipment 
and  divine  aid.  Suppose  that  you  had  twenty  or 
thirty  children  between  the  ages  of  six  and  eight: 
What  would  you  ask  the  church  to  provide  for  you 
in  order  to  make  the  best  work  on  your  part  pos- 
sible? Probably,  first  of  all,  you  would  ask  for  a 
separate  room.  Why?  What  would  you  want  to 
do  in  this  room  that  could  not  be  done  in  a  room 
where  all  the  ages  are  together?  For  one  thing, 
you  would  wish  to  keep  the  children's  eyes  on  you, 
and  there  are  too  many  competing  interests  when 


THE  NURTURE  OF  PRIMARY  CHILDREN  83 

all  are  together.  Again,  these  children  are  phys- 
ically unable  to  concentrate  their  attention  long 
on  one  subject,  so  you  would  want  an  opportunity 
to  introduce  variety  into  your  program.  You  would 
plan  to  have  the  pupils  move  around  a  little  and 
thus  rest  themselves  frequently. 

Have  you  ever  attended  a  Sunday  school  where 
the  Primary  Department  met  with  the  adults  for 
the  opening  and  closing  service,  or  both?  If  so, 
just  what  do  you  think  these  children  received  from 
this  part  of  the  session?  Worship  in  prayer  and 
song  doubtless  occupied  a  large  part  of  the  time. 
Can  the  Primary  children  be  trained  successfully 
in  worship  in  the  same  room  with  adults?  Are 
Primary  children  usually  interested  in  the  songs 
which  adults  sing?  Name  some  of  the  songs  most 
commonly  sung  by  the  adult  school.  Which  of  these 
would  express  the  prayers  or  longings  of  middle 
childhood?  In  prayers  do  children  and  adults  ask 
God  for  the  same  things?  What  are  some  of  the 
most  frequent  requests  of  children?  of  adults? 
Which  is  right?  Is  it  better  for  adults  and  chil- 
dren always  to  pray  together,  or  only  occasionally? 
Which  suffer  more  when  they  always  pray  together? 

Just  what  does  worship  mean  to  a  Primary  child? 
Can  a  six-year-old  be  as  good  a  Christian  as  a  sixty- 
year-old?  It  would  seem  so  from  the  words  of 
Jesus.  But  if  he  is  to  be  such,  this  means  that 
there  are  certain  things  which  he  must  know  and 
do  in  order  to  live  as  complete  a  Christian  life  as 
a  six-year-old  can  live.  Worship  is  the  expression 
of  one's  feeling  for  God.  This  feeling  should  be 
love,  reverence,  and  a  desire  to  show  in  right  habits 


84  LIFE  IN  THE  MAKING 

this  love  for  the  heavenly  Father.  In  public  wor- 
ship people  join  together  to  express  this  feeling  in 
song  and  prayer  and  whatever  other  acts  seem  ap- 
propriate. Hence,  unless  the  songs  and  prayers 
actually  express  what  the  child  feels,  he  does  not 
really  worship,  no  matter  what  may  be  the  form  of 
service. 

A  separate  room  for  the  Primary  children  is  ab- 
solutely necessary  for  the  best  work.  When  this 
is  impossible  a  curtain  should  be  used  to  separate 
these  children  from  the  remainder  of  the  school, 
and  as  many  other  requisites,  such  as  pictures, 
blackboard,  and  handwork  materials,  secured  as 
possible.  When  a  room  is  available,  the  equipment 
does  not  differ  radically  from  that  described  for 
Beginners.  Plenty  of  sunlight  mellowed  by  tinted 
walls,  suitable  pictures  hung  low  enough  to  be  en- 
joyed, chairs  made  so  that  the  feet  can  touch  the 
floor;  a  table,  if  possible,  for  each  class;  a  piano, 
blackboard,  cabinet,  coat  rack,  handwork  supplies 
— all  of  these  are  essential  to  the  best  work,  though 
a  good  teacher  can  adapt  herself  to  less  if  necessary. 
There  should  be  a  Bible  on  the  superintendent's 
table,  although  it  will  not  be  used  in  giving  the 
lesson,  which  will  be  told  as  a  story. 

The  Primary  superintendent  should  have  at  least 
one  helper  even  in  the  very  small  school.  Where 
possible,  there  should  be  at  least  a  superintendent 
and  three  teachers,  one  for  each  grade  of  the  Pri- 
mary Graded  Course.  If  necessary,  this  staff  of 
three  could  also  do  the  work  of  secretary,  treasurer, 
pianist,  and  librarian.  In  schools  where  the  num- 
ber warrants,  the  superintendent  should  have  one 


THE  NUKTURE  OF  PRIMARY  CHILDREN  85 

general  assistant  (who  might  also  be  a  teacher),  a 
secretary-treasurer,  to  give  full  time  to  her  duties, 
teachers,  and  assistant  teachers.  One  of  the 
teachers  or  assistants  might  also  be  the  pianist.  It 
is  especially  important  to  develop  a  corps  of  assist- 
ant teachers.  These  should  be  chosen  from  young 
people  who  have  had  foundation  work  in  teacher 
training  at  the  Sunday-school  hour  and  have  come 
into  the  department  for  specialization.  They  should 
be  helpers  of  the  teachers  and  not  teach  the  lesson 
until  the  superintendent  feels  that  they  are  com- 
petent to  begin.  Small  classes,  not  exceeding  eight 
or  ten,  are  recommended. 

The  Primary  Program.  How  shall  we  plan  the  pro- 
gram, assuming  that  we  have  our  own  room?  In 
the  first  place,  much  should  be  done  before  the  school 
assembles.  The  superintendent  and  teachers  should 
be  in  their  places  long  enough  ahead  of  the  time  for 
opening  to  have  all  the  folders,  handwork  materials, 
and  other  accessories  ready.  When  pupils  come 
early  they  should  find  teachers  present  to  answer 
questions,  show  pictures,  review  memory  verses,  or 
otherwise  use  profitably  the  time.  Promptly  at 
the  hour  for  opening,  the  pianist  should  begin  play- 
ing softly  some  great  hymn  or  other  music  adapted 
to  create  an  atmosphere  of  reverence. 

Study  the  following  program  taken  with  minor 
revisions  from  the  Foreword  to  the  Primary  Teach- 
er's Text  Book,  First  Year,  Part  1,  by  Marion 
Thomas : 

I.  Opening  Service  of  Worship  (10  minutes). 

1.  Quiet  music  to  call  the  class  to  order. 

2.  Opening  Song. 


86  LIFE  IN  THE  MAKING 

3.  Scripture  Responses,  readings  from  the  Bible,  or 
recitation  of  appropriate  memory  verses  or  cor- 
related lesson. 

4.  Prayer. 

(The  order  of  2  and  4  may  be  interchanged  at 
the  discretion  of  the  teacher.) 

II.  General  Exercises  (15  minutes). 

(In  charge  of  the  superintendent  of  the  depart- 
ment.) 

1.  The  Offering. 

2.  The  Birthday  Service. 

(Note. — The  plan  of  celebrating  birthdays  once 
a  month  is  followed  in  some  schools,  where  the 
class  session  is  only  one  hour  in  length,  and  it  is 
diflScult  to  plan  for  all  the  exercises  and  periods 
that  are  necessary.) 

3.  Welcome  Song, 

4.  The  Service  of  Song. 

(The  singing  of  old  songs  or  the  learning  of 
some  new  ones.) 

III.  Class  Work  (20  or  25  minutes). 

1.  A  brief  review  of  the  lesson  taught  the  preceding 

Sunday. 

2.  Handwork  done  by  the  pupils  in  connection  with 

the  lesson  of  the  preceding  Sunday. 

3.  The  lesson  of  the  day  taught, 

4.  The  assignment  of  home  work. 

IV.  The  Superintendent's  Period  (5  to  10  minutes). 

1.  A  quick  review  of  the  memory  verses  taught*by  the 
class  teachers,  together  with  the  presentation  of 
any  special  material. 

2.  Closing  Song. 

3.  Closing  Prayer. 

V.  Dismission   (5  minutes). 

1.  Distribution  of  hats  and  coats. 

2.  Notices. 

3.  Pupils  dismissed. 

Total.  65  minutes. 


THE  NURTURE  OF  PRIMARY  CHILDREN  87 

Why  is  the  Circle  Talk  omitted  from  this  pro- 
gram? If  you  had  any  special  missionary  or  temper- 
ance features  to  present  on  a  particular  Sunday, 
what  place  would  you  give  them  on  the  program  ? 

Teaching  Method.  But  the  test  of  all  teaching  is 
not  in  what  a  pupil  says,  but  in  what  he  does.  Some 
people  have  thought  that  teaching  consists  largely 
in  talking  to  children  and  having  them  memorize 
verses  or  facts.  The  writer  has  seen  this  theory 
illustrated  by  groups  of  Mohammedan  boys  at 
school  in  the  shade  of  a  building  or  tree,  swinging 
their  bodies  and  jabbering  like  monkeys.  Appar- 
ently, they  were  memorizing  the  Koran  and  thus 
expecting  to  prepare  themselves  for  the  business 
of  life.  What  do  you  think  of  this  method?  For 
what  definite  tasks  would  this  memorizing  of  the 
Koran  prepare  them? 

But  the  Orient  is  not  the  only  place  in  which  to 
find  examples  of  this  method  in  practice.  Ask  your 
parents  how  they  learned  to  read.  Perhaps  it  was 
by  first  memorizing  the  letters  of  the  alphabet; 
then  by  making  simple  combinations  of  letters, 
such  as  "I  see  a  cat."  No  one  saw  a  cat  or  cared 
anything  about  seeing  a  cat  just  then.  How  many 
subjects  have  you  yourself  studied  in  school  which 
had  no  interest  for  you,  but  were  drilled  into  you 
because  some  day  they  might  become  useful  ?  If 
you  had  the  privilege  of  beginning  your  public- 
school  work  all  over  again  in  a  thoroughly  modem 
school,  you  would  find  a  very  differen/t  set  of  ideals 
and  methods  in  force.  You  would  learn  writing 
and  spelling,  perhaps,  by  first  hearing  a  story  and 
then  trying  to  tell  the  story  back  to  the  teacher 


88  LIFE  IN  THE  MAKING 

and  class.  You  would  learn  to  read  through  a 
game  in  which  you  would  be  eager  to  take  part. 
Your  arithmetic  teacher  would  show  you  how  to 
spend  a  dime  and  make  change.  Everything  taught 
would  be  presented  in  the  form  of  some  problem 
of  everyday  life. 

Religion  also  may  be  taught  in  either  the  old  or 
new  way.  For  what  definite  tasks  will  the  mere 
memorizing  of  Bible  verses  fit  one?  Do  you  see 
any  advantage  in  adding  to  the  work  of  oral  instruc- 
tion, such  as  story-telling  and  reciting  of  verses,  such 
tasks  as  the  cutting  out  and  pasting  of  pictures, 
the  modeling  of  an  Oriental  house,  or  the  making 
of  a  rough  drawing  to  illustrate  the  Bible  story? 
Will  this  give  the  pupil  any  additional  motive  for 
remembering  the  story?  Is  there  anything  in 
modeling  an  Oriental  house  so  that  some  one  else 
will  understand  the  story  better,  to  make  a  little 
child  feel  that  he  is  a  helper  of  Jesus?  Suppose, 
in  addition  to  making  a  model  or  pasting  a  picture, 
that  the  child  should  actually  help  take  care  of 
little  brother:  would  this  help  him  to  understand 
what  the  heavenly  Father  would  like  to  have  his 
children  do  to  show  their  love  for  him?  Suppose 
also  that  he  pasted  pictures  in  a  book  to  send  to  a 
hospital  where  children  were  sick,  or  brought  flow- 
ers out  of  his  own  garden  to  send,  or  saved  the 
money  earned  by  some  errand  in  order  to  help  a 
little  boy  who  is  hungry  in  India:  would  this  kind 
of  training  help  him  to  know  the  heavenly  Father 
better,  or  to  be  a  better  Christian?  All  this  is  part 
of  the  modern  Sunday-school  program,  the  purpose 
being  not  merely  to  fill  a  mind  with  facts  and  verses, 


THE  NURTURE  OF  PRIMARY  CHILDREN  89 

but  to  help  the  pupil  form  habits  of  quick  response 
to  every  good  impulse. 

The  Child's  Religious  Life.  It  cannot  be  too 
strongly  emphasized  that  a  child's  religious  expe- 
rience is  just  as  valid  for  him  as  an  adult's  expe- 
rience is  for  the  adult.  We  are  breaking  away 
from  the  time  when  Christ's  method  was  reversed 
and  people  were  saying,  ''Except  ye  become  as 
adults  in  feeling  and  action,  ye  shall  in  no  wise 
enter  the  kingdom  of  heaven."  But  we  need  to 
be  alert  constantly  to  aid  children  to  express  their 
religious  feelings  in  words  and  actions.  The  writer 
was  only  seven  years  old  when  he  heard  the  chal- 
lenge of  a  minister  for  all  who  wished  to  become 
Christ's  boys  to  step  forward.  Quick  as  a  flash  his 
mind  answered,  "That's  you.  You  must  act  for  your- 
self hereafter  and  you  must  act  as  Christ's  boy." 
No  tears  were  shed.  The  faces  of  all  the  boys  who 
came  forward  were  as  eager  as  if  they  were  enlist- 
ing in  an  army. 

Play  and  Service.  The  play  of  a  Primary  child  is 
usually  wholesome  if  his  playmates  are  good.  But 
nothing  will  bring  the  teacher  closer  to  him  than 
to  play  with  him.  The  Primary  teacher  will  have 
two  tasks  in  recreation — one  to  entertain  the  parents 
at  church  or  in  the  home  occasionally,  and  the  other 
to  make  a  few  occasions  in  addition  to  the  Christ- 
mas festival  when  teacher  and  children  can  have 
a  play  hour  together. 

When  it  comes  to  deeds  of  service,  while  the  field 
is  limited,  there  are  many  things  that  a  child  can 
do.  However,  at  this  tender  age  the  child's  needs, 
and  not  the  world's  needs,  must  receive  the  first 


90  LIFE  IN  THE  MAKING 

consideration.  These  children  will  take  responsi- 
bility as  Christ's  boys  and  girls  if  the  tasks  pre- 
sented are  such  as  they  can  understand.  They 
can  pray  out  loud  if  simple  child  language  is  en- 
couraged. The  Primary  teacher  will  have  numerous 
tasks  in  which  the  children  can  help  her,  while 
the  home  offers  abundant  opportunity  for  them  to 
be  kind  and  helpful.  The  dumb  animals  around 
them  need  friends,  and  playmates  will  find  life 
easier  if  these  boys  and  girls  are  considerate  and 
fair  and  generous.  They  can  also  make  scrapbooks, 
collect  flowers,  toys,  pictures,  etc.,  for  others. 
Some  have  little  garden  plots  which  they  cultivate 
so  as  to  have  something  to  give  to  children  in 
distant  lands;  others  run  errands  to  earn  small 
amounts  of  money  to  give. 

Thought  Questions 

1.  Which  would  you  rather  teach,  Beginners  or  Primary 
children?    Why? 

2.  How  would  you  solve  the  problem  of  discipline  with  a 
restless  boy? 

3.  List,  in  the  order  of  their  preference,  the  things  which 
Primary  children  love  best  to  do.  Which  of  them  have  the 
largest  possibilities  for  religious  nurture? 


CHAPTER    IX 
LATER  CHILDHOOD 

We  have  seen  that  there  are  in  the  course  of  the 
child's  development  certain  points  at  which  import- 
ant changes  occur.  When  the  child  is  three  or  four 
he  suddenly  realizes  that  he  is  an  individual  with 
a  will  of  his  own.  At  the  beginning  of  the  Pri- 
mary period,  or  about  the  sixth  birthday,  going  to 
school,  and  the  complete  change  of  environment 
which  that  involves,  marks  another  turning  point 
in  the  growth  of  the  young  life.  Later  on,  at  about 
twelve,  we  find  another  critical  point.  Although 
between  the  years  of  six  and  twelve  there  is  no  such 
clearly  defined  break  as  we  find  at  other  stages  in 
the  development  of  the  life,  there  is  throughout 
a  steady  growth,  and  the  child  of  nine  is  surely  quite 
different  from  the  child  of  six.  Characteristics  and 
tendencies  which  first  appeared  in  the  Primary 
years  have  developed  and  become  more  pronounced, 
with  the  result  that  the  nine-year-old  has  new 
interests  and  needs.  These  differences  make  it  ad- 
visable for  us  to  think  of  boys  and  girls  of  nine, 
ten,  and  eleven  as  in  a  group  by  themselves.  For 
purposes  of  Sunday-school  administration  we  call 
them  Juniors. 

Mental  Characteristics.  One  of  the  most  striking 
characteristics  of  the  Junior  period  is  that  of  in- 
creased  mental    ability.      Juniors   are   capable   of 

91 


92  LIFE  IN  THE  MAKING 

more  diflScult  mental  tasks  than  formerly,  and  they 
are  eager  to  use  these  increased  mental  powers. 
They  seem  to  need  mental  exercise.  One  of  the 
ways  in  which  they  get  this  mental  exercise  is  in  the 
mastering  of  new  word  forms.  The  following  note 
was  written  by  a  Junior: 

Cara  mia  mother: 
There  are  fiinf  people  in  this  room  and  una  doll. 

Remember  amo  te,  Blanch. 

What  a  queer  mixture  of  languages!  The  writer 
was  evidently  proud  of  her  mastery  of  foreign  words 
and  was  anxious  to  use  as  many  as  possible  in  her 
writing.  Do  you  ever  remember  having  written  such 
a  piece  of  prose?  Do  you  recall  how  old  you  were 
when  you  delighted  in  using  foreign  words  or  queer 
sounding  ones  in  your  conversation?  How  old  were 
you  when  you  learned  to  write  "pig  latin"? 

Another  way  in  which  this  new  mental  ability 
shows  itself  is  in  the  love  of  tricks  and  puzzles.  A 
glance  over  the  letters  sometimes  printed  in  the 
puzzle  sections  of  our  periodicals  reveals  that  the 
most  interested  readers  of  those  sections  are  boys 
and  girls  between  the  ages  of  nine  and  eleven. 

This  is  also  a  period  of  increased  ability  to  mem- 
orize. It  seems  especially  easy  for  Juniors  to  re- 
member the  exact  words  of  a  selection.  Many  teach- 
ers have  taken  advantage  of  this  fact  and  have 
made  memorizing  the  chief  feature  of  the  work  of 
the  Junior  period.  However,  the  method  needs  to 
be  used  with  caution.  It  is  so  easy  for  a  child  of 
this  age  to  remember  words  in  a  mechanical  way 
that  there  is  grave  danger  of  his  remembering  the 


LATER  CHILDHOOD  93 

words  without  understanding  the  meaning.  Of 
course,  merely  knowing  many  poems  or  verses,  the 
meaning  of  which  he  could  not  recall,  could  not 
be  of  very  great  value  to  anyone.  Kirkpatrick  says 
of  memory  work  at  this  time:  "The  chief  place  for 
verbal  memory  is  in  memorizing  literary  selections 
in  which  the  form  is  as  important  as  the  content. 
In  nearly  all  other  cases  imaging  and  understand- 
ing rather  than  memorizing  are  of  great  importance. 
Nor  should  they  be  neglected  when  memorizing 
literally,  for  memory  is  greatly  helped  by  knowl- 
edge." 

Two  other  factors — the  child's  ability  to  observe 
accurately,  and  his  powers  of  imagination — may  be 
utilized  to  make  his  memorizing  worth  while.  Two 
Juniors  who  are  very  much  interested  in  automo- 
biles have  used  their  powers  of  observation  to 
such  an  extent  that  they  can  tell  the  make  and 
year  of  almost  every  automobile  they  see.  If  these 
powers  of  observation  can  be  developed  in  con- 
nection with  classroom  work,  facts  which  have  to 
be  memorized  will  be  likely  to  be  understood  as 
well  as  remembered. 

It  is  often  said  that  there  is  a  decrease  in  the 
power  of  imagination  during  the  Junior  years. 
Certainly  the  Junior  child  does  not  seem  to  revel 
in  the  sort  of  fairy  tales  which  delight  the  Primary 
child.  It  is  not  so  much  a  case  of  lack  of  imagina- 
tion as  it  is  of  imagination  being  turned  into  new 
channels.  In  these  years  boys  and  girls  are  inter- 
ested in  real  things.  They  demand  stories  of  things 
which  have  really  happened.  They  do  not  dwell  in 
the  realms  of  fairy  tale  and  fancy,  yet  they  are 


94  LIFE  IN  THE  MAKING 

just  as  able  to  form  a  clear  mental  picture  of  the 
early  Dutch  settlers  of  New  York  as  is  the  Pri- 
mary child  to  transport  himself  to  the  land  of  Alice 
and  the  Looking  Glass.  This  characteristic,  too,  has 
an  important  bearing  for  the  teacher.  If,  for  in- 
stance, the  geography  of  Palestine  is  to  be  taught, 
it  will  be  much  better  to  help  the  children  to  pic- 
ture to  themselves  just  how  the  Jordan  River 
looked,  to  see  in  their  fancy  the  broad  plains  and 
the  distant  hill  tops,  to  realize  how  these  must  have 
affected  the  life  of  the  people,  than  to  learn  by  rote 
the  names  of  all  the  cities  and  towns  situated  on 
the  river  banks. 

Nearly  every  Junior  has  a  collection  of  some 
kind.  Lucille  was  eleven.  One  morning  her  mother 
called  her  from  the  garden  and  asked  her  to  go 
upstairs  to  get  something  for  her.  "All  right,"  said 
Lucille.  "Just  hold  this  until  I  come  back,"  and 
without  any  intention  of  playing  a  joke  she  dropped 
a  large  black  beetle  into  her  mother's  hand.  She 
was  making  a  nature  collection  and  had  just  found 
the  beetle  in  the  garden.  Gladys  and  Richard  are 
nine.  They  have  a  stamp  collection,  and  almost 
anyone  who  is  able  to  supply  them  from  time  to 
time  with  a  stamp  from  a  far-off  country  is  readily 
admitted  into  their  circle  of  friends.  Often  these 
young  collectors  are  much  interested  in  the  objects 
which  they  are  collecting,  but  it  sometimes  happens 
that  a  certain  sort  of  collection  becomes  a  craze, 
and  some  children  are  interested  in  making  the 
collection  rather  that  they  may  not  be  outdone  by 
the  others  than  because  of  any  real  interest  in  the 
work.     The  collecting  instinct  can  be  of  very  real 


LATER  CHILDHOOD  95 

value  to  the  teacher.  A  collection  of  arrow  heads 
would  serve  to  make  real  the  life  of  the  North  Amer- 
ican Indians.  Even  a  collection  of  pictures  of  In- 
dian life  would  be  valuable.  But  here  again  care 
must  be  taken  that  the  spirit  of  rivalry  which  is 
so  prominent  in  Juniors  does  not  sap  the  real  worth 
of  the  collection-making. 

Physical  Development.  If  we  recall  to  mind  the 
young  baby  who  lay  kicking  aimlessly  in  his  cradle 
and  remember  that  for  nine  years  he  has  been  exer- 
cising those  muscles,  we  will  surely  expect  him 
to  have  made  considerable  progress  in  his  physical 
development  by  this  time.  Besides  having  grown 
larger  and  stronger,  he  has  been  gradually  learn- 
ing to  control  his  muscles,  to  make  them  do  what 
he  wants  them  to  do.  It  was  a  red-letter  day  in 
his  career  when,  after  many  vain  attempts,  he  was 
at  last  able  to  hit  his  rattle  whenever  he  wished  to 
do  so.  Little  by  little  he  gained  control  over  the 
larger  muscles.  By  the  time  he  has  reached  the 
Junior  period  he  is  able  to  control  many  of  the 
smaller  muscles  as  well.  This  makes  posisible  a 
much  more  varied  program  of  activities.  We  have 
seen  that  whenever  the  child's  physical  development 
gives  him  the  power  to  do  certain  things  he  wants 
to  use  that  power.  Because  of  this  newly  acquired 
ability  to  control  his  body,  the  Junior  enjoys  play- 
ing new  kinds  of  games.  Jackstones  and  knife  are 
typical  of  these  new  interests.  These  games  require 
the  use  of  the  small  muscles  of  the  hand.  Think  of 
some  six-year-old  of  your  acquaintance  and  consider 
whether  he  has  yet  the  ability  to  control  the  muscles 
used  in  these  games.     Think  of  other  games  which 


96  LIFE  IN  THE  MAKING 

you  have  seen  Juniors  playing  and  note  what 
muscle  control  they  demand.  But,  as  well  as  hav- 
ing greater  skill  in  controlling  their  muscles,  Juniors 
possess  physical  endurance.  Sometime  when  you 
have  been  out  walking  a  shrill  whistle  and  a  dull 
roar  may  have  warned  you  to  get  out  of  the  way, 
and  you  gazed  with  astonishment  as  a  fleet  figure 
on  roller  skates  went  rattling  by.  As  you  have 
observed  the  apparently  untiring  efforts  of  boys  and 
girls  sometimes  equipped  with  one  skate,  sometimes 
with  two,  you  have  probably  wondered  just  what 
sort  of  a  showing  you  yourself  would  make  if  you 
were  to  compete  in  the  contest. 

It  is  perhaps  because  boys  and  girls  feel  full  of 
boundless  energy  that  the  desire  to  do  something 
is  so  strong.  This  desire  lies  behind  many  pro- 
jects which  the  Junior  launches.  Wherever  he  has 
the  opportunity  to  do  so  we  may  expect  to  find  him 
busy  constructing  playhouses,  forts,  and  the  like. 
While  the  Primary  boy  would  be  content  to  make 
a  paper  sled,  the  Junior  will  usually  wish  to  make 
a  sled  on  which  he  can  coast.  This  may  involve 
a  more  prolonged  effort  than  would  have  been  neces- 
sary to  make  something  not  so  useful.  While  he 
will  be  satisfied  with  a  crude  product,  a  boy  of  this 
age  seems  to  possess  the  ability  to  stay  by  a  project 
of  this  sort  until  he  has  completed  it  to  his  own 
satisfaction.  Such  educational  institutions  as  the 
home,  the  school,  and  the  Sunday  school  can  utilize 
these  natural  tendencies  in  the  accomplishment  of 
their  aims. 

living  with  Other  People.  We  noticed  that  the 
games  of  I'rimary  children  showed  some  slight  tend- 


LATER  CHILDHOOD  97 

encies  toward  orgaDization.  The  Junior's  games 
are  somewhat  better  organized  than  were  those  of 
the  Primary  group.  Baseball  teams  begin  to  be 
formed,  which,  although  they  do  not  usually  show 
the  degree  of  organization  reached  in  later  years, 
show  that  the  Junior  is  beginning  to  have  an  ap- 
preciation of  team  play. 

The  spirit  of  rivalry  which  was  evident  in  the 
Primary  period  is  also  more  evident  in  the  Junior 
years.  This  means  that  although  the  child  often 
plays  on  a  team,  he  is  likely  to  play  for  his  own 
glorification  and  not  for  the  honor  of  the  team. 
Such  a  game  as  prisoner's  base,  which  is  a  favorite 
at  this  time,  gives  an  opportunity  for  the  individ- 
ual to  exhibit  his  own  strength,  while  his  success 
or  failure  reflects  on  the  side  to  which  he  belongs. 
While  we  have  here  a  distinct  advance  over  the 
games  of  earlier  years,  it  is  clear  that  there  is  little 
appreciation  of  the  value  of  cooperative  spirit  in 
team  play. 

The  Junior  is  likely  to  be  very  sensitive  to  the 
opinion  of  the  boys  and  girls  in  his  class  or  play 
group.  There  come  to  be  certain  approved  ways  of 
doing  things.  Anyone  who  violates  these  is  likely 
to  be  laughed  at.  A  girl  of  nine  is  likely  to  be  very 
particular  about  having  her  hair  done  a  certain 
way,  not  that  she  thinks  it  more  becoming,  but 
because  the  girls  all  do  their  hair  that  way  and  she 
has  been  made  fun  of  when  she  had  hers  done  dif- 
ferently. 

A  crude  sense  of  humor  seems  to  develop.  It 
shows  itself  in  such  ways  as  making  fun  of  pecu- 
liarities in  personal  appearance  and  is  responsible 


98  LIFE  IN  THE  MAKING 

for  many  nicknames,  such  as  "Red,"  "Limpy,"  and 
the  like. 

Teasing  is  carried  to  great  extremes.  This  may 
be  because  of  the  fun  which  children  get  out  of  it, 
but  there  is  probably  another  reason.  The  Junior 
is  proud  of  his  strength  and  ability,  and  takes  pleas- 
ure in  teasing,  not  because  he  enjoys  the  suffering, 
but  because  he  knows  that  he  is  the  cause  of  it. 

A  certain  country  village  was  once  horrified  by 
the  behavior  of  one  of  its  small  citizens,  a  boy  who 
owned  a  kitten.  One  day  when  he  was  left  by  him- 
self for  a  time  he  poured  coal  oil  on  the  kitten  and 
set  fire  to  it.  This  was  the  climax  of  a  series  of 
terrible  acts,  and  the  villagers  predicted  that  the 
boy  would  become  a  criminal.  As  a  matter  of  fact, 
although  he  is  now  a  young  man  of  twenty  he  has 
shown  no  signs  of  fulfilling  the  early  prophecy.  He 
is  not  at  all  cruel  or  ruthless.  He  is  a  fine,  manly 
fellow,  with  exceptional  qualities  and  initiative.  His 
childhood  behavior  was  no  doubt  prompted  chiefly 
by  his  desire  to  make  something  happen.  Probably 
he  had  no  idea  of  the  suffering  he  was  causing.  The 
same  originality  which  he  shows  now  was  latent 
then.  The  reason  that  he  was  so  much  worse  than 
the  other  boys  about  town  was  because  he  was  more 
clever  than  they.  This,  of  course,  merely  explains 
the  reason  for  his  act  and  does  not  excuse  it.  With 
proper  training  and  sufficient  wholesome  oppor- 
tunity to  cause  things  to  happen  he  probably  would 
never  have  indulged  in  any  of  his  wild  adventures. 

Undesirable  teasing  and  cruelty  come  from  na- 
tural causes.  They  should  not  be  encouraged  or 
even  countenanced.    But  the  strong  instincts  which 


LATER  CHILDHOOD  99 

lie  behind  them  must  be  given  a  legitimate  channel 
in  which  to  work  themselves  out. 

Some  Junior  Interests.  The  Junior  learns  to  have 
great  respect  for  rules.  Games  which  are  becoming 
increasingly  complicated  emphasize  the  need  for 
playing  according  to  rules.  As  the  child  mingles 
more  and  more  with  others  of  his  own  age  the  rules 
that  govern  human  society  begin  to  be  evident. 
If  a  boy  hits  another,  he  is  likely  to  be  hit  back.  If 
he  steals,  he  will  surely  be  found  out.  If  he  cheats, 
the  fellows  will  not  play  with  him.  Gradually  a 
code  of  honor  is  evolved,  based  chiefly  on  whether 
or  not  it  pays  to  do  certain  things. 

Boys  and  girls  of  nine,  ten,  and  eleven  are  inter- 
ested in  having  pets  and  gardens.  Although  they 
are  as  yet  incapable  of  any  very  prolonged  atten- 
tion to  such  matters,  and  careful  oversight  by  some 
older  person  is  necessary,  something  of  their  own 
to  look  after  will  help  to  develop  a  sense  of  responsi- 
bility. But  having  the  care  of  a  pet  or  a  garden 
does  more  than  develop  a  sense  of  responsibility. 
It  helps  to  develop  an  appreciation  of  law.  For, 
just  as  in  his  relations  with  human  beings  he  dis- 
covers certain  laws  which  he  cannot  afford  to  dis- 
regard, so,  too,  this  contact  with  the  phj^sical  world 
reveals  the  value  of  laws  in  the  realm  of  nature. 

With  this  growing  -appreciation  of  laws  and  rules 
comes  a  marked  respect  for  authority.  Juniors  like 
to  conform  to  system  and  regulation.  They  will 
readily  accept  commands  from  those  who  they 
feel  have  a  right  to  exercise  such  authority.  But  in 
order  to  be  respected  those  in  authority  must  be 
known  to  be  just  and   consistent   in  law   enforce- 


100  LIFE  IN  THE  MAKING 

ment.  This  respect  for  system  does  not  mean  that 
Juniors  need  to  be  under  control  of  adults  aU  the 
time.  But  regulating  part  of  their  time  in  accord- 
ance with  a  well-organized  system  which  they  can 
and  do  respect  will  be  effective  in  establishing  habits 
that  will  remain  through  the  later  years. 

Juniors  love  stories.  Before  the  close  of  the 
Junior  period,  however,  boys  and  girls  have  learned 
to  read  sufficiently  to  satisfy  their  demand  for 
stories.  So.  the  plea,  ''Tell  me  a  story,"  becomes 
"Have  you  any  more  books  for  me  to  read?" 
Within  a  very  short  time  after  the  child  acquires 
the  ability  to  read  stories  he  probably  will  have  be- 
come an  inveterate  reader.  Parents  and  teachers 
will  need  to  exercise  careful  oversight  over  the 
books  which  are  read  at  this  time,  for,  if  the  stories 
are  characterized  by  plenty  of  action  and  excite- 
ment, the  Junior  will  be  satisfied  and  will  not  ques- 
tion whether  they  are  desirable  or  undesirable 
from  any  other  point  of  view. 

The  story  characters  nearly  always  become  heroes 
in  the  eyes  of  their  readers.  The  Junior  glorifies 
the  person  not  for  what  he  is  but  for  what  he  does. 
For  this  reason  knights  and  soldiers  are  very  pop- 
ular with  boys  of  this  age.  Often  a  resourceful 
and  fearless  character  will  be  admired  although 
his  ideals  are  of  a  low  order. 

Religious  and  Moral  Problems.  The  religious  and 
moral  problems  of  Juniors  are  concrete.  They  too 
concern  deeds,  not  thoughts.  Because  of  the  ten- 
dency to  hero-worship  it  is  possible  to  help  these 
boys  and  girls  solve  their  problems  by  helping  them 
to  be  like  their  story  heroes.     A  boy  who  admires 


LATER  CHILDHOOD  101 

"Cedric"  may  find  pleasure  in  being  kind  to  animals 
because  Cedric  befriended  a  kitten,  whereas  if  he 
were  exhorted  to  be  kind  to  animals,  he  would  prob- 
ably resent  being  preached  at.  It  will  also  be  pos- 
sible to  help  the  child  to  see  the  heroic  qualities  in 
people  whose  deeds  are  less  spectacular  than  were 
those  of  the  old-time  warriors.  The  story  of 
Dorothea  Dix  could  be  made  quite  attractive.  The 
boys  and  girls  could  be  made  to  see  how  brave  and 
self-sacrificing  her  efforts  were.  The  same  is  true 
of  our  missionary  heroes,  and  also  of  people  in 
the  ordinary  walks  of  life.  To  help  a  Junior  to  take 
such  a  person  for  his  ideal  is  a  task  worthy  of  a 
teacher's  best  efforts. 

Thought  Questions 

1.  What  evidence  have  you  to  support  or  to  contradict  the 
statement  that  the  Junior  develops  marked  mental  ability? 

2.  "What  special  plans  would  you  use  in  dealing  with  a 
child  who  was  a  great  tease  or  who  showed  tendencies  to 
cruelty? 

3.  Why  is  memory  work  so  stressed  in  the  Junior  period? 
What  forms  of  memory  work  might  easily  be  over- 
emphasized? 

4.  What  special  use  may  the  Sunday-school  teacher  make 
of  the  reading  interest  of  the  Junior? 


CHAPTEK   X 
LESSONS  FOR  JUNIORS 

A  FATHER  who  was  engaged  in  a  vain  endeavor 
to  write  decided  that  the  hindrance  to  concentration 
of  thought  was  a  sound  of  incessant  hammering 
which  seemed  to  come  from  somewhere  back  of  the 
house.  He  started  on  a  tour  of  investigation.  Soon 
he  came  upon  his  eleven-year-old  son  sitting  on  the 
ground,  a  saw  and  nails  by  his  side,  holding  with 
his  left  hand  a  half-completed  box  and  in  his  right 
an  upraised  hammer — a  picture  of  boyish  content- 
ment. The  cause  of  the  disturbance  was  located,  but 
the  disturber  was  having  such  a  perfectly  satisfying 
experience  that  the  father  could  not  find  it  in  his 
heart  to  interfere.  "Sonny,"  he  said,  "what  would 
you  rather  do  than  anything  else?"  "Make  things," 
was  the  laconic  reply,  as  the  upraised  hammer  de- 
scended on  a  half-driven  nail. 

Stories  of  Heroic  Action.  Our  study  of  the  Junior 
has  shown  him  to  be  essentially  a  doer.  He  is 
incessantly  active,  and  his  activity  is  rapidly  becom- 
ing purposeful.  Much  more  than  was  the  case  dur- 
ing the  Primary  years,  he  now  acts  for  conscious 
ends.  As  a  result  a  chief  interest  is  in  achievement. 
His  exalted  admiration  for  people  who,  because  of 
their  superior  strength  or  skill,  accomplish  what 
seem  to  him  to  be  great  deeds  has  led  to  the  familiar 
characterization  of  him  as  a  hero-worshiper.     Evi- 

102 


LESSONS  FOR  JUNIORS  103 

dently  this  is  one  of  the  first  things  to  be  taken 
into  consideration  in  choosing  serviceable  lessons 
for  Juniors.  It  is  to  be  noted  that  the  Junior  has 
no  inclination  and  very  little  ability  to  analyze 
character.  Our  presentation,  to  be  effective,  should 
not  be  in  terms  of  the  qualities  of  character  which 
we  who  are  older  look  for  in  one  who  commands  our 
admiration  as  a  hero,  but,  rather,  in  the  form  of  a 
story  of  deeds  which  reveal  ability  and  power.  We 
find  such  hero  stories  in  both  the  Old  and  New 
Testaments.  Think  of  the  life  story  of  Moses.  Does 
this  answer  to  these  requirements?  Take,  for  exam- 
ple, a  section  of  this  life  story,  the  account  of  the 
crossing  of  the  Red  Sea  (Exod.  14).  Examine  it 
for  the  elements  which  make  it  of  interest  to 
Juniors.  Read  of  the  crossing  of  another  sea,  cen- 
turies later,  by  Paul,  in  Acts  27.  1-U ;  28.  1-16.  Make 
a  similar  analysis  of  this  account  as  a  lesson  story 
for  Juniors.  Moses  and  Paul  were  pioneers  for 
God,  inspired  by  love  and  loyalty  to  arduous  labors 
and  difficult  tasks  that  required  both  strength  and 
self-sacrifice  in  high  degree.  The  annals  of  modern 
missions  furnish  stories  of  heroic  achievement  com- 
parable in  their  interest  and  value  for  Juniors  to 
those  supplied  by  the  lives  of  Moses,  Paul,  and  other 
heroes  of  the  Bible. 

Turn  now  to  the  Teacher's  Text  Book,  Junior 
Course,  Year  One,  International  Graded  System. 
Note  in  the  outline  of  lessons  the  general  topics,  as 
Stories  of  Three  Patriarchs,  Stories  of  Joseph,  and 
Stories  of  Moses  and  of  His  Times;  also  the  titles 
of  typical  lessons,  as  Abraham's  Rescue  of  Lot, 
Joseph  Sold  into  Egypt,  and  The  Crossing  of  the 


104  LIFE  IN  THE  MAKING 

Ked  Sea.  If  possible,  read  these  stories.  Do  these 
seem  to  you  to  be  the  kind  of  stories  that  make  an 
appeal  to  the  interests  of  Junior  boys  and  girls? 

God  as  Lawgiver  and  King.  The  child  of  Junior 
age  will  be  helped  by  continuing  to  think  of  God 
as  his  heavenly  Father,  whose  providential  care 
constantly  ministers  to  him,  but  his  thought  of  God 
should  now  be  enlarged  by  lessons  which  tell  of 
God's  creative  power,  of  his  wisdom,  and  especially 
of  his  authority.  Authority  attains  its  maximum 
influence  over  the  life  during  these  years.  Com- 
mands are  readily  received,  and  obedience  to  law 
is  yielded  with  the  minimum  of  protest.  This  sug- 
gests a  new  concept,  that  of  God  as  Lawgiver  and 
King,  to  be  added  to  the  child's  earlier  thought  of 
God  as  heavenly  Father  and  Creator.  His  natural 
regard  for  rightful  authority  constitutes  this  the 
period  for  lessons  which  teach  of  God  as  the  supreme 
Authority  of  the  universe,  the  Lawgiver  whose  laws 
are  binding  upon  all,  the  King  to  whom  all  men  owe 
loyal  allegiance.  Is  this  a  prevailing  conception  of 
God  in  the  Old  Testament,  more  especially  the 
earlier  books?  Read  again  Exod.  14.  Note  God's 
relation  to  the  events  described.  Who  is  repre- 
sented here  as  the  real  doer,  Moses  or  God  ?  Would 
this  conception  of  God  as  giving  commands  which 
were  obeyed  by  Moses,  and  of  God  exerting  super- 
natural i)0wer,  appeal  strongly  to  Juniors? 

The  Old  Testament  has  sometimes  been  taught 
in  such  a  way  as  to  give  the  conception  of  God  as 
a  God  of  vengeance,  wrathful,  ever  ready  to  punish 
and  even  to  destroy  the  disobedient.  Are  we  in 
danger,  in  teaching  of  God  as  Lawgiver  and  King, 


LESSONS  FOR  JUNIORS  105 

of  overemphasizing  the  sterner  aspects  of  his  nature? 
Should  we  not  also  at  this  time  teach  lessons  which 
will  present  anew  the  kindness  and  love  of  God,  his 
forbearance  with  the  disobedient,  and  his  readiness 
to  forgive?  The  obedience  which  we  desire  is  not 
an  obedience  based  upon  fear,  but,  rather,  the  spon- 
taneous response  of  the  heart  impressed  by  divine 
authority  and  power.  If  these  lessons  are  rightly 
taught,  they  will  inspire  not  only  obedience,  but 
likewise  reverence,  trust,  and  love. 

The  total  conception  of  God  that  we  wish  the 
child  to  have  is,  of  course,  presented  as  nowhere 
else  in  the  character  of  Jesus.  The  Junior  will  be 
impressed  and  attracted  by  the  authority  of  Jesus, 
which  was  so  manifest  in  his  words  and  works  of 
power  as  to  be  remarked  even  by  his  enemies.  He 
will  be  led  by  this  to  the  recognition  of  Jesus  as 
Lord  and  Master.  Not  less  marked  are  the  tender- 
ness, the  sympathy,  and  the  love  of  the  Master,  which 
decrease  not  in  the  least  the  influence  of  his  author- 
ity. We  should  make  sure  that  our  boys  and  girls 
understand  that  they  behold  in  Jesus  the  perfect 
portrait  of  the  heavenly  Father. 

The  Life  of  the  Lord  Jesus.  In  thinking  of  lessons 
for  Primary  children  we  considered  the  value  of 
stories  of  the  child  Jesus  and  of  stories  of  Jesus  as 
Helper,  Friend,  and  Saviour.  It  is  not  wise  to  try 
to  tell  the  story  of  the  life  of  Jesus  as  a  whole  to 
little  children,  but  a  connected  idea  of  his  life  may 
be  given  to  Juniors.  Their  thought  of  him  as  Friend 
and  Helper  should  be  strengthened  while  they  are 
being  given  a  connected  story  of  his  life  that  makes 
prominent  his  might  and  power.    The  One  at  whose 


106  LIFE  IN  THE  MAKING 

word  the  winds  and  the  waves  were  stilled,  who 
healed  the  sick,  made  the  lame  to  walk  and  the  deaf 
to  hear,  who  fed  the  hungry,  cleansed  the  temple 
of  the  dishonest  traders,  and  commanded  the  admira- 
tion and  loyalty  of  multitudes  will  be  recognized 
as  Master  and  Lord  by  Junior  boys  and  girls.  The 
picture  of  Jesus  as  the  leader  of  the  twelve  will  make 
a  strong  appeal.  The  fact  that  those  who  followed 
him  became  in  their  turn  brave  and  strong,  capable 
of  deeds  of  might  and  power,  will  deepen  in  their 
hearts  the  desire  and  purpose  to  be  his  followers. 
Instruction  in  Aid  of  Moral  Choice.  Obedience  to 
external  authority  is,  of  course,  not  a  complete  or 
ultimate  end  in  religious  education.  We  desire  to 
see  an  inner  authority  established  in  the  conscience 
and  moral  will  of  the  child.  This  transfer  of 
authority  from  without  to  within  is  one  that  should 
be  taking  place  during  these  years,  "To  deepen  the 
impulse  to  choose  and  do  the  right"  is  one  element 
in  the  aim  for  the  first  year  of  the  Junior  Course, 
International  Graded  System.  Concerning  this 
Miss  Baldwin  says:  "The  second  part  of  the  aim 
implies  obedience,  and  that  may  be  said  to  be  the 
key-word  of  this  year's  work.  .  .  .  With  these 
children,  it  is  largely  the  absolute  obedience  of  the 
immature.  This  form  of  obedience  is  a  temporary 
virtue  which  must  eventually  be  lost  in  self-control. 
But  no  one  can  attain  the  most  perfect  self-mastery 
who  has  not  first  learned  to  yield  obedience  to  right- 
ful authority.  The  transfer  of  the  seat  of  authority 
from  without  to  within  should  keep  pace  with  the 
child's  growth  in  knowledge,  in  emotional  balance 
and  control,  in  moral  strength,  and  in  the  ability 


LESSONS  FOR  JUNIORS  107 

to  form  accurate  judgments.  The  teacher's  aim  is 
to  bring  the  child's  will  into  line  with  God's  will  for 
him"  (Junior  Teacher's  Text  Book,  First  Year,  p. 
13).  Again,  we  find  in  the  Old  Testament  lessons 
which  set  before  our  pupils  both  right  and  wrong 
choices,  with  a  clear  picturing  of  the  results  of  each. 
These  lessons  quicken  and  deepen  the  sense  of  ought 
in  the  child's  mind.  Examine,  in  this  connection. 
Lesson  17,  Junior  Course,  Year  One,  The  Interna- 
tional Graded  System,  "How  Esau  Lost  His  Birth- 
right." Note  especially  the  explanation  of  the  choice 
of  Esau  and  also  of  Jacob's  desire  and  choice.  Is 
this  an  illustration  of  the  kind  of  lesson  that  will 
develop  in  Juniors  the  purpose  to  make  right 
choices?  If  you  have  opportunity,  find  other  lessons 
in  this  same  series  which  you  think  would  be  espe- 
cially helpful  to  this  end. 

Recall  the  virtues  which  we  found  it  desirable 
to  make  attractive  to  Primary  children.  It  is  neces- 
sary during  the  Junior  years  to  build  upon  this 
earlier  teaching.  We  have  already  spoken  of  obedi- 
ence. New  lessons  should  be  chosen  which  will 
give  an  added  attractiveness  to  kindness,  gratitude, 
unselfishness,  love,  and  forgiveness,  and  make  them 
seem  even  more  to  be  desired. 

We  have  noted  the  increased  accuracy  of  observa- 
tion and  the  new  respect  for  facts  w^hich  comes  with 
the  Junior  years,  together  with  the  decrease  of  the 
imaginative  element.  Emphasis  should  now  be 
placed  upon  truthfulness,  and  an  admiration  and 
love  for  the  truth  developed.  Lessons  illustrative 
of  truth-telling  at  personal  cost  or  in  the  face  of 
opposition  will  be  of  value. 


108  LIFE  IN  THE  MAKING 

Are  there  moral  faults  which  are  likely  to  be- 
come manifest  during  these  years?  When  do 
envy  and  jealousy  usually  first  show  themselves  in 
children?  Although  they  may  appear  earlier  than 
the  Junior  period,  they  are  often  especially  marked 
at  this  time.  Lessons  may  be  chosen  which  show 
these  traits  in  their  true  ugliness.  Conspicuous 
examples  are  the  hatred  and  evil  designs  of  Joseph's 
brothers  and  the  wicked,  murderous  jealousy 
cherished  by  Saul  against  the  youthful  David. 

Sin  and  Its  Punishment.  There  are  probably  no 
Junior  children  who  have  not  consciously  done 
wrong  acts.  With  some  these  have  been  compara- 
tively harmless  misdemeanors ;  with  others  the  viola- 
tion of  right  has  been  repeated  and  serious.  What 
teaching  concerning  sin  and  its  forgiveness  is  needed 
by  Junior  boys  and  girls?  Do  we  have  a  natural 
tendency  to  conceal  wrongdoing?  Does  conscious 
wrongdoing  always  result  in  separating  the  trans- 
gressor from  the  one  he  has  sinned  against?  Read 
the  story  of  the  first  transgression,  as  told  in  Gen. 
3.  1-15.  Would  this  impress  Juniors  with  the  truth 
that  the  natural  tendency  is  to  conceal  sin  and  that 
sin  causes  separation?  Can  we  impress  them  with 
the  meaning  and  desirability  of  repentance  and  con- 
fession as  the  only  means  of  restoration  to  peace 
of  mind,  favor,  and  the  right  attitude  toward  God 
and  man?  The  Junior  is  still  to  a  considerable  ex- 
tent self-centered,  and  his  general  attitude  is  utili- 
tarian. He  will  be  influenced  bj^  the  realization  that 
right  doing  pays  and  that  evil  doing  always  results 
in  some  form  of  suffering  or  loss.  There  is  no  lack 
of  material  in  the  Old  Testament  to  illustrate  the 


LESSONS  FOR  JUNIORS  109 

working  of  this  moral  law.  It  was  a  primary  pur- 
pose of  its  writers  to  show  that  failure  and  evil 
consequences  invariably  followed  transgression  of 
the  law  of  God, 

Right  moral  and  religious  habits  must  be  formed 
during  these  years.  As  an  aid  in  right  training, 
lessons  should  be  chosen  which  will  emphasize  the 
importance  and  desirability  of  self-control,  proper 
bodily  habits,  temperance  in  speech,  in  eating  and 
in  drinking,  courtesy,  regularity  and  promptness 
in  meeting  engagements  and  attending  school,  Sun- 
day school,  and  the  service  of  worship.  There  should 
also  be  lessons  which  will  aid  in  forming  the  habit 
of  prayer. 

The  Foundation  of  a  Life  of  Service.  A  beginning 
should  be  made  during  these  years  in  laying  the 
foundation  for  a  life  of  service.  It  should  be  clearly 
shown  that  the  world's  heroes  have  been  men  who 
did  great  deeds  not  for  their  own  glory  or  to  serve 
their  own  selfish  ends,  but  who  achieved  for  God 
and  for  their  fellow  men.  Lessons  from  the  lives 
of  missionaries  and  notable  pioneers  will  be  espe- 
cially serviceable  to  this  end.  That  such  service 
may  not  seem  something  remote  and  unreal,  other 
lessons  may  be  chosen  which  will  show  how  God 
has  used  boys  and  girls,  as  well  as  men  and  women, 
in  helping  and  serving  others. 

General-Fact  Information.  The  facility  with  which 
the  mind  accumulates  facts  during  these  years  makes 
it  important  that  provision  shall  be  made  for  giving 
a  large  amount  of  general-fact  information  neces- 
sary to  the  proper  understanding  and  intelligent  use 
of  the  Bible.    This  may  be  provided  through  a  sys- 


110  LIFE  IN  THE  MAKING 

tem  of  correlated  lessons,  supplementary  to  the 
regular  lesson  stories.  Included  in  these  lessons 
there  should  be  important  facts  about  the  Bible, 
such  as  concern  its  origin  and  structure,  the  num- 
ber and  names  of  its  books,  its  various  divisions, 
as  well  as  information  concerning  the  geography  of 
the  lands  of  the  Bible  and  the  manners  and  customs 
of  the  people. 

Thought  Questions 

1.  At  what  time  in  your  life  did  the  reading  interest  be- 
come prominent?  What  were  the  first  books  in  which  you 
were  intensely  interested? 

2.  When  did  you  first  get  a  connected  idea  of  the  life  of 
Jesus?    Might  this  have  been  given  to  you  earlier? 

3.  To  what  extent  have  Sunday-school  lessons  helped  you 
in  choosing  right?    Explain  your  answer. 


CHAPTER  XI 
THE  NURTURE  OF  JUNIORS 

Three  pictures  are  in  the  writer's  mind.  The 
first  is  laid  in  the  Middle  West  of  the  United  States, 
the  second  in  the  East,  and  the  third  in  the  North- 
west. Two  hundred  people  are  gathered  for  Sunday 
school  in  the  auditorium  of  the  church.  Their  ages 
range  from  nine  to  seventy  or  more.  They  are 
seated  in  pews,  the  children  on  the  right,  the  adults 
on  the  left.  The  hymn  being  sung  is  "I  shall  dwell 
forever  there."  You  can  tell  something  is  wrong 
by  the  wriggling  and  inattention  of  the  children. 
Evidently  the  desire  of  their  hearts  at  this  moment 
is  not  "to  dwell  forever  there." 

In  the  second  picture  all  the  children  from  six 
to  twelve  are  in  a  room  by  themselves.  The  school 
meets  in  four  separate  sections.  The  Beginners  have 
a  room  by  themselves,  the  Primary  and  Junior  chil- 
dren are  together,  the  Intermediates  meet  separately, 
the  Seniors  and  Adults  combine.  The  room  in  which 
these  children  (six  to  twelve  years  old)  meet  would 
be  good  for  any  department  which  was  not  too  large. 
The  decorations  are  in  good  taste;  the  equipment 
would  be  called  "fair."  The  children  are  singing 
"Jesus  wants  me  for  a  sunbeam."  Can  you  imagine 
the  ten-  and  eleven-year-olds  singing  that  hymn? 
It  is  unnecessary  for  you  to  try,  because  the  boys 
of  that  age  are  not  trying  either.     They  wear  a 

111 


112  LIFE  IN  THE  MAKING 

bored  expression  and  are  plainly  looking  for  a  good 
opening  for  mischief. 

The  third  picture  is  of  a  basement,  not  very  at- 
tractive, but  with  tables  around  three  sides  of  the 
room ;  a  few  pictures  and  pennants  decorating  the 
walls.  The  department  is  meeting  in  the  center  for 
its  opening  service  of  worship.  They  are  singing 
"The  Son  of  God  Goes  Forth  to  War."  And  they 
are  singing  it  heartily.  Everyone  seems  to  feel  that 
this  is  his  opportunity  to  express  to  the  heavenly 
Father  his  eagerness  to  be  as  brave  and  true  as  the 
Christians  who  have  gone  before. 

Need  we  ask  which  school  is  doing  the  best  work 
for  Juniors?  The  first,  in  the  opening  service,  is 
ignoring  Juniors  altogether.  The  adults  are  having 
a  good  time;  the  Juniors  are  left  out,  or,  rather, 
they  are  asked  to  contribute  tt>  the  inspiration  of  the 
adults.  In  the  second  the  school  has  made  a  begin- 
ning in  the  direction  of  providing  special  services  of 
worship  for  each  age  group,  but  perhaps  the  church 
building  did  not  have  room  enough  for  all  the  de- 
partments to  meet  separately,  and  perhaps  in  this 
instance  the  Juniors  are  fewer  in  number  than  the 
other  groups.  Whatever  the  cause,  the  Juniors  are 
combined  with  the  Primary  children,  and  the  latter 
dominate  the  department  at  the  expense  of  the 
former.  In  the  third  there  is  not  a  single  lost 
minute.  The  song  is  a  Junior's  song,  the  prayer 
expresses  a  Junior's  desires,  every  feature  of  the 
service  has  been  planned  especially  for  them,  in- 
cluding the  "Bible  drill"  (finding  verses  in  the 
Bible)  and  other  desirable  features  too  numerous 
to  mention. 


THE  NURTUKE  OF  JUNIORS  113 

Does  it  make  any  real  difference  which  of  these 
schools  your  brother  and  sister  attend?  Couldn't 
they  get  some  good  out  of  any  of  these  schools? 
Undoubtedly,  but  that  is  not  the  point.  Where 
would  they  be  apt  to  get  the  most  good?  If  we  are 
really  concerned  with  the  development  of  Junior 
lives,  our  problem  is  not  how  can  they  get  a  little 
nourishment  for  their  best  impulses,  a  little  food 
for  the  mind,  or  a  little  exercise  in  the  cultivation 
of  right  habits,  but  how  can  they  get  the  most? 
The  boys  and  girls  bring  to  each  period  certain 
outstanding  characteristics,  assets,  and  possessions. 
What  can  they  use  to  the  best  advantage  with  the 
resources  at  their  command?  is  our  problem  in  each 
chapter  of  this  course. 

You  have  studied  the  characteristics  of  this  period, 
including  slow  growth,  maximum  of  resistance  to 
disease,  facility  in  habit-formation,  strong  memories, 
reading  craze,  collecting  instinct.  How  can  we  give 
to  these  lives  what  they  are  capable  of  utilizing  for 
growth  ? 

The  Teacher  of  Juniors.  The  first  problem  is  that 
of  selecting  the  right  kind  of  teacher.  WTiat  quali- 
ties would  you  seek  to  find  in  a  teacher  for  Juniors? 
What  are  some  of  the  demands  which  the  pupils 
will  make  upon  him  or  her?  Is  it  necessary  to  have 
a  teacher  who  can  play  a  Junior's  games?  What 
qualities  will  this  require  in  a  teacher  of  Junior 
boys  ?  of  Junior  girls  ?  What  chance  does  the  teacher 
have  of  becoming  the  pupil's  hero  or  heroine  in 
this  period?  Are  the  teachers  of  these  ages  in  your 
school  actually  heroes  and  heroines  to  their  boys 
and  girls?     If  some  of  them  are,  tell  why;  if  not. 


114  LIFE  IN  THE  MAKING 

tell  why.  Do  you  believe  that  you  could  be  a  hero 
to  some  class  of  this  age?  Give  reasons  for  your 
answer. 

Flans  and  Equipment.  If  you  were  going  to  teach 
Juniors,  how  large  a  class  would  you  prefer?  How 
would  you  like  to  have  twenty-five  eleven-year-old 
boys  in  your  class?  How  small  a  class  do  you  think 
you  could  have  and  make  the  work  interesting  to  all 
concerned?  Do  you  see  any  advantage  in  a  class 
of  six  over  a  class  of  twenty-five,  assuming  that  your 
school  has  all  its  Junior  classes  organized  into  a 
department  for  the  conduct  of  games  and  other  use- 
ful activities? 

Given  a  class,  what  equipment  would  you  need 
for  good  work  on  a  Sunday  morning?  Do  you  pre- 
fer chairs  in  a  row,  or  chairs  around  a  table?  If 
you  had  a  private  room  for  your  class,  how  would 
you  equip  it?  Suppose  that  your  Junior  class  meets 
in  a  large  room  with  other  classes,  what  equipment 
would  you  ask  for  them? 

There  are  two  sets  of  circumstances  which  we  must 
keep  in  mind ;  one  is  where  an  ideal  Junior  Depart- 
ment is  possible,  the  other  where  Juniors  meet  and 
recite  in  the  same  room  with  younger  and  older 
children.  Many,  many  schools  could  make  adequate 
provision  for  their  Juniors  if  they  felt  the  need  of 
it,  but  too  often  they  keep  them  in  the  same  room 
with  their  elders  because  these  adults  want  to  look 
at  their  happy  faces  and  hear  them  sing.  If  you 
are  in  a  school  like  this,  watch  next  Sunday  and 
see  how  much  of  the  opening  service  interests  the 
Juniors.  Do  not  be  irreverent,  but  watch  them  and 
see  what  songs  the^-  sing  heartily,  and  what  songs 


THE  NURTURE  OF  JUNIORS  115 

they  "pass  up."  See  whether  they  sing  with  equal 
zest  songs  about  the  trials  and  tribulations  of  life 
and  the  heavenly  home,  and  songs  of  action.  See  if 
they  are  really  praying  when  the  superintendent  or 
some  one  else  leads  the  whole  company  in  prayer. 
If  these  Juniors  could  have  a  separate  room  and 
service  of  their  own,  it  would  be  possible  to  make 
every  minute  interesting  to  practically  every  boy  and 
girl. 

In  a  school  where  all  the  children  under  twelve^ 
have  a  common  opening  and  closing  service,  but 
separate  for  the  proper  graded  lessons,  the  father 
of  several  children  said  to  the  writer:  "Yes,  I  am 
back  in  the  Sunday  school  again.  I  did  work  here 
years  ago  and  dropped  out,  but  my  children  have 
brought  me  back."  His  face  glowed  with  enthusi- 
asm. Then  a  shadow  came  across  it  and  he  hesi- 
tated. "Shall  I  say  it?  I  hate  to,  but  I  guess  I 
will.  I  dread  the  time  when  my  boy  and  girl  are 
old  enough  to  be  promoted  upstairs."  (Here  all 
ages  from  thirteen  to  seventy  were  together.)  "I 
have  a  boy  there  now  and  he  says,  'Father,  we  can't 
sing  upstairs  the  way  we  could  in  our  own  room.' " 

What  was  wrong?  Downstairs  they  were  making 
the  best  provision  the}^  could  for  the  needs  of  each 
child.  Upstairs  they  were  not  trying  particularly 
to  meet  anyone's  needs. 

Where  one  room  for  the  whole  school  is  the  very 
best  provision  that  can  be  made,  the  singing  may  be 
done  with  the  other  grades  and  then  the  Juniors 


'  This  is  admittedly  not  an  ideal  arrangement,  but  in  this  case  it  was  a  begin- 
ning toward  better  things.  Complete  separation  of  Beginners',  Primary,  and 
Junior  Departments  is  greatly  desired  by  the  officers  of  this  school. 


116  LIFE  IN  THE  MAKING 

curtained  off  for  the  service  of  prayer  and  giving 
and  for  lesson  study. 

But  given  a  room  for  the  Junior  Department, 
what  else  would  you  like  to  have  in  the  room  be- 
sides chairs  and  tables?  What  kind  of  pictures 
would  you  select?  Would  trophies  and  a  cabinet 
of  interesting  collections  have  any  place? 

The  Junior  Program.  Make  out  a  sample  program 
of  what  you  would  do  at  the  Sunday-school  hour 
if  you  were  superintendent  of  a  Junior  Department 
and  had  your  classes  in  a  separate  room.  Study  the 
following  :^ 

I.  As  pupils  come  In  they  should  have  some  handwork 
to  do  before  the  regular  time  for  beginning  the  ses- 
sion arrives. 
II.  At  the  hour  set  for  the  session  to  begin  a  chord 
should  be  given  on  the  piano.     This  is  a  signal 
that  all  who  come  in  after  that  time  are  late. 
III.  The  correlated  lesson,  or  review  or  drill  work  for  fif- 
teen minutes. 
IV.  A  Song  of  Worship  without  words,  the  first  notes  of 
which  are  a  call  to  order  and  silence,  ending  with 
soft  chords  as  a  signal  for  all  to  stand. 
V.  Scripture  Recitation. 
VI.  Hymn — "True-hearted,  whole-hearted." 
VII.  A  Service  of  Prayer. 

a.  Special  subject  for  silent  prayer  suggested  by 

pupils,  teachers,  or  superintendent. 

b.  Silent  prayer. 

c.  Sentence    prayer    by    the    superintendent,    re- 

peated by  teachers  and  pupils. 
VIII.  Business. 

a.  Offering  made  ready  and  class  credits  prepared 
for  report. 


'  Taken  with  minor  modifications  from  Order  of  Service  No.  3,  Junior  De- 
partment Programs,  by  Josephine  L.  Baldwin. 


THE  NURTURE  OF  JUNIORS  117 

b.  Church  attendance  noted. 

c.  Class  credits  reported  by  class  presidents  and 

recorded  by  superintendent. 

IX.  Fellowship  Exercises.  For  teachers  and  pupils  who 
are  absent  recite  Psa.  121  or  read  Psa. 
36.  5-10.  For  those  who  have  had  a  birthday 
the  birthday  greeting  in  pupil's  book  may  be 
sung.  For  visitors  and  new  scholars  recite 
Num.  6.  24-26  or  sing  the  Welcome  Song 
given  in  Order  of  Service  No.  0. 
X.  Drill  on  the  books  of  the  Bible,  finding  references 
quickly,  or  on  the  recitation  of  memory  texts. 

XI.  Song. 
XII.  Offering  Service. 

XIII.  Special  message  of  superintendent   (if  desired)   on 

Missions,  Temperance,  or  some  other  theme. 

XIV.  The  Lesson  Taught. 

XV.  Closing  Prayer  or  Prayer  Song. 
XVI.  Distribution  of  Papers,  Books,  etc. 
XVII.  Dismission. 

Two  features  of  this  program  call  for  special  men- 
tion. Why  have  the  Bible  drill?  Some  tell  us  that 
the  idea  of  a  golden  memory  period  has  been  so  exag- 
gerated that  people  have  been  led  to  believe  that 
if  they  did  not  memorize  much  between  the  ages 
of  nine  and  twelve  there  is  no  hope  for  them.  Many 
a  person  has  memorized  large  sections  of  Scripture 
and  secular  poetry  in  later  life,  but  none  know  so 
well  as  they  how  easy  it  is  to  forget  these  memorized 
passages,  while  verses  learned  in  childhood  are  not 
so  readily  forgotten.  A  teacher  should  not  go  to 
the  extreme  of  spending  so  much  time  on  memory 
work  that  other  important  items  are  neglected,  but 
he  should  remember  that  an  opportunity  lost  here 
will  never  be  replaced  by  so  good  an  opportunity 
again. 


118  LIFE  IN  THE  MAKING 

Do  you  see  any  advantage  in  handwork  at  this 
period?  If  a  chief  interest  of  the  Junior  is  in  mak- 
ing things,  how  can  we  utilize  this  interest  in  the 
Sunday  school?  Would  the  Junior  be  apt  to  enjoy 
making  a  model  of  an  Oriental  house?  of  a  scroll? 
or  tank  or  mill?  What  other  forms  of  handwork 
would  be  both  interesting  and  helpful  to  him?i 

Special  emphasis  should  also  be  placed  upon  habit 
formation.  In  this  period  of  plastic  brain  cells, 
many  habits  are  being  formed.  For  example,  chil- 
dren at  this  time  are  impulsively  generous  if  they 
have  had  wise  training,  but  the  task  of  Christian 
nurture  is  so  to  guide  them  that  they  become  habitu- 
ally generous. 

Service  Activities.  A  healthy  Junior  must  be 
active.  Physical  forces  are  seeking  expression  con- 
stantly in  running,  jumping,  and  yelling.  Something 
is  going  on  every  minute.  The  girl  may  prefer 
quieter  games  or  reading,  but  whatever  the  form  of 
activity,  it  will  be  intense.  How  easy  it  is  to  get 
these  pupils  to  do  errands  for  Jesus  Christ!  One 
of  the  happiest  experiences  in  the  writer's  life  was 
when  he  served  as  page  at  a  Sunday-school  conven- 
tion. The  work  was  hard.  He  and  his  comrades 
were  "running  their  legs  off."  But  what  fun  it 
was  to  be  doing  something  so  important!  True, 
these  diildren  may  not  work  so  hard  at  home  as  they 
do  for  neighbors.  Bui  the  fault  is  not  altogether 
with  the  child.  At  home  his  service  is  taken  as  a 
matter  of  course;  away,  it  is  usually  received  with 
words  of  appreciation. 

We  can  get  any  amount  of  service  activities  from 

•See  Handwork  in  the  Sunday  School,  Wardle;  Things  to  Make.  Button. 


THE  NURTURE  OF  JUNIORS  119 

these  children  if  we  will  show  appreciation.  Name 
some  useful  activities  which  cliildren  of  this  age  can 
do  for  their  homes,  their  church,  the  Cradle  Roll 
superintendent,  the  sick,  the  aged,  and  the  poor  in 
your  community ;  for  children  in  distant  communi- 
ties. Could  all  of  these  deeds  properly  be  called 
missionary? 

Suppose  the  Juniors  form  at  this  time  the  habit 
of  seizing  every  opportunity  to  serve  Christ  un- 
selfishly, what  will  be  the  advantage  to  their  lives? 
Will  these  habits  be  easily  outgrown  ?  Suppose  also 
they  form  the  habit  of  church  attendance :  will  this 
be  likely  to  remain  with  them  through  life?  The 
signing  of  the  pledge  and  joining  a  junior  temper- 
ance organization  are  also  important  at  this  time 
of  rapid  habit  formation. 

It  is  clear,  however,  that  in  the  cultivation  of 
habits  the  Sunday-school  teacher  is  almost  impotent 
unless  he  can  ally  himself  with  other  agencies.  He 
has  only  one  hour  with  his  pupils  on  Sunday.  If 
at  all  possible  he  should  have  them  at  his  home  or 
in  the  church  another  hour  during  the  week ;  but  the 
home,  the  school,  and  the  playground  control  all 
the  others.  It  is  imperative  that  he  ally  himself 
with  all  these  agencies. 

One  of  the  questions  most  frequently  asked  is, 
"How  can  you  get  a  Junior  to  study  his  Sunday- 
school  lessons?"  Three  factors  are  most  important: 
first,  an  interested  teacher;  second,  an  interesting 
lesson  ;*  third,  home  cooperation.  Pupils  usually 
study,  first,  because  a  teacher  has  aroused  their  in- 
terest; secondly,  because  of  incentives,  desire  to 
stand  well  and  dislike  to  fail  before  the  class;  and, 


120  LIFE  IN  THE  MAKING 

thirdly,  because  of  home  influences.  The  Sunday- 
school  teacher  should  have  a  class  small  enough 
for  close  supervision  and  made  up,  as  nearly  as 
possible,  of  pupils  of  the  same  public-school  grade. 
Secondly,  he  should  be  furnished  a  lesson  suited 
to  his  group  and  be  able  to  present  it  as  something 
the  boy  or  girl  wants  to  know  about.  Thirdly,  he 
should  call  on  the  parents,  inviting  them  to  visit 
the  school,  and  he  should  exhibit  publicly  the 
class's  work  books,  and  hold  occasional  parents' 
meetings.  While  home  cooperation  is  important,  it 
is  not  absolutely  essential.  Many  teachers  have  suc- 
ceeded without  it. 

Department  Organization.  A  final  word  concern- 
ing organization.  A  tactful,  attractive  superintend- 
ent, capable  and  firm;  faithful,  lovable  teachers; 
small  classes,  with  pupil  presidents  and  secretaries, 
selected  quarterly  on  the  basis  of  their  Sunday- 
school  work ;  together  with  a  departmental  secretary 
and  other  special  workers,  will  give  the  necessary 
machinery.  The  department  of  fifty  pupils  meeting 
in  a  separate  room  with  a  separate  program  should 
have  a  superintendent,  assistant  superintendent,  a 
secretary  and  treasurer,  a  librarian,  a  jwanist,  and 
ten  teachers.  The  assistant  superintendent,  the 
librarian,  and  pianist  could  also  teach,  making  three 
less  workers  necessary ;  but  there  should  be  teachers 
for  every  five  or  six  pupils.  There  should  be  in 
training  five  or  more  young  people,  or  others,  pre- 
I)ared  to  take  the  places  of  absentees,  and  also  to 
supply  the  need  for  new  teachers  demanded  by  the 
normal  development  of  the  department.  Service 
activities  and  recreational  features  should  be  con- 


THE  NURTURE  OF  JUNIORS  121 

ducted  by  the  department  because  larger  numbers 
contribute  to  increased  interest  and  enthusiasm. 
For  good  class  work,  however,  small  classes  are  to 
be  desired.  It  is  a  great  opportunity  for  life  invest- 
ment. 

Thought  Questions 

1.  What   qualities   are   most  necessary   in   a   successful 
worker  with  Juniors? 

2.  How  do  you  account  for  the  most  successful  Junior 
class  or  department  which  you  have  ever  known? 

3.  Would  you  urge  Juniors  to  attend  the  preaching  serv- 
ice regularly?    Give  reasons  for  your  answer. 


CHAPTER  XII 
EARLY  YOUTH 

Probably  few  persons,  even  of  those  who  have 
never  undertaken  to  make  a  study  of  the  character- 
istics of  children,  have  failed  to  notice  that  remark- 
able changes  occur  in  the  early  teens.  While  each 
year  of  life  brings  changes,  those  that  mark  the  be- 
ginning of  adolescence  are  the  most  fundamental 
and  the  most  important.  So  great  are  they  that 
there  is  a  temptation  to  say  that  the  adolescent  is 
not  merely  a  grown-up  child,  but  a  new  kind  of  an 
individual. 

The  period  of  youth,  or  adolescence,  seems  to 
last  about  twelve  years  and  has  as  its  chief  char- 
acteristic the  maturing  of  the  powers  that  prepare 
the  individual  for  the  responsibilities  of  parenthood. 
But  while  the  years  from  twelve  to  twenty-four  form 
a  distinct  period,  we  can  also  discover  divisions 
within  the  period.  It  is,  therefore,  customary  to 
speak  of  the  years  twelve  to  fourteen  as  early  ado- 
lescence, fifteen  to  seventeen  as  middle  adolescence, 
and  eighteen  to  twenty-four  as  late  adolescence. 

We  must,  of  course,  remember  that  all  individuals 
do  not  become  adolescent  at  exactly  the  same  age. 
We  have  already  noticed  in  earlier  chapters  of  this 
book  that  some  individuals  develop  much  more  rap- 
idly than  others.  We  know  that  some  babies  begin 
to  cut  teeth  several  months  earlier  than  others.    We 

122 


EARLY  YOUTH  123 

know  that  some  children  are  ready  for  school  long 
before  others  of  the  same  calendar  age.  The  fact 
of  differences  in  the  rate  of  development  becomes 
more  and  more  evident  as  the  individual  grows 
older.  Among  adults  we  find  men  and  women  at 
forty  who  seem  to  be  as  old  as  others  at  sixty.  In 
the  beginning  of  adolescence  we  do  not  find  as  much 
as  twenty  years  of  variation,  but  there  is  often 
more  than  a  few  months.  Two  years  of  delay  or 
nearly  as  much  of  an  advance  beyond  the  general 
average  is  not  uncommon.  It  is  important,  there- 
fore, in  thinking  of  an  individual,  not  to  place  him 
by  merely  the  number  of  years  and  months  he  has 
lived,  but  to  consider  other  items  that  help  us  to 
decide  just  how  far  he  has  advanced  in  his  develop- 
ment. It  is  also  particularly  important  to  remem- 
ber that  girls  become  adolescent  a  year  or  two 
earlier  than  boys. 

Not  only  does  one  person  differ  from  another, 
but  one  individual  may  show  at  one  time  some  of 
the  characteristics  of  the  child  and  some  of  the 
marks  of  the  young  man  or  woman.  So  we  find  the 
boy,  in  spite  of  his  long  arms  and  legs,  indulging 
in  jokes  that  are  decidedly  childish,  and  we  wonder 
if  he  is  going  to  carry  his  childish  ways  all  through 
life  and  never  really  grow  up. 

While  mere  calendar  age  is  not  a  sure  guide  to 
the  determination  of  degree  of  development,  begin- 
ning about  the  twelfth  year  and  lasting  until  the 
end  of  the  fourteenth  is  a  period  which  we  may 
call  early  adolescence.  In  our  Sunday-school  work 
we  classify  boys  and  girls  in  this  period  as  Inter- 
mediates. 


124  LIFE  IN  THE  MAKING 

Rapid  Growth.  Of  the  characteristics  peculiar  to 
boys  and  girls  of  the  Intermediate  department  the 
most  easily  noticeable  are  the  physical.  It  is  ordi- 
narily a  time  of  very  rapid  growth.  Between  the 
ages  of  twelve  and  thirteen  the  boy  gains  on  the 
average  more  than  two  inches  in  height.  He  gains 
even  faster  than  this  between  thirteen  and  fourteen, 
and  between  fourteen  and  fifteen  he  gains  nearly 
three  inches.  After  fifteen  he  grows  more  slowly. 
(See  G.  S.  Hall,  Adolescence,  Vol.  I,  p.  7.)  Meas- 
urements of  the  height  of  girls  show  somewhat 
similar  changes. 

This  increase  in  height  brings  with  it  several 
curious  and  important  facts.  Height  is  obtained, 
of  course,  by  the  bones  growing  longer.  Now,  if  the 
bones  lengthen  faster  than  the  muscles,  the  muscles 
will  necessarily  be  strained  and  will  hurt.  This 
often  happens,  and  we  say  that  the  person  has 
"growing  pains."  Sometimes  the  muscles  grow 
faster  than  the  bones  and  pain  results,  not  from 
stretching  them,  but  from  the  fact  that  they  press 
against  each  other. 

Rapid  growth  does  more  than  give  pain ;  it  makes 
boys  and  girls  aickward.  The  bones  and  muscles 
that  they  could  control  pretty  well  when  they  were 
ten  years  old  have  now  become  so  changed  that  the 
owners  have  to  learn  over  again  how  to  manage 
them.  The  knowledge  of  this  fact  helps  us  to  sym- 
pathize with  the  Intermediate's  misfortunes  in 
breaking  dishes  and  other  articles. 

Among  boys,  and  to  a  lesser  degree  among  girls, 
there  is  at  this  time  a  change  in  voice.  Boys'  voices 
become  deep  and  strong  because  of  changes  in  the 


EARLY  YOUTH  125 

shape  of  the  vocal  organs.  Girls'  voices  become 
softer  and  richer.  During  this  period  boys  often 
have  considerable  dififlculty  in  managing  their  voices. 
Sometimes  what  they  say  does  not  sound  as  they 
expect  it  to. 

This  period  of  rapid  growth  is  ordinarily  a  period 
of  strong  immunity  to  disease.  It  is  also  a  period 
of  great  vitality.  The  big,  strong  bones  and  muscles 
crave  use,  and  so  the  boys  and  girls  delight  in  phys- 
ical exercise,  especially  of  the  rough-and-tumble 
kind.  A  contributing  factor  to  this  tendency  is  the 
rapid  development  of  the  heart  muscles.  This  means 
an  increase  in  blood  pressure  and  a  consequent  glow 
of  good  feeling.  It  makes  the  young  person  feel 
that  he  must  do  something,  even  if  it  is  only  kicking 
the  table  over  or  breaking  a  chair.  Indeed,  he  is  in 
misery  if  he  cannot  find  an  outlet  for  his  energy. 
The  fact  that  we  know  that  a  boy  is  passing  through 
this  stage  does  not  make  his  trip  up  and  down  stairs 
sound  any  less  like  the  movement  of  a  street  car 
or  a  railroad  train,  but  it  helps  us  to  understand 
the  boy  and  know  how  to  act  toward  him. 

Just  here  it  should  be  remembered  that  in  spite 
of  this  great  energy  the  Intermediate  is  far  from 
being  mature,  and  is  therefore  unable  to  endure 
long-continued  strain.  He  can  play  furiously,  but 
he  tires  quickly.  We  are  often  tempted  to  feel  that 
the  boy  or  girl  in  the  early  teens  is  merely  careless 
and  fickle,  whereas  the  real  difficulty  may  be  the 
lack  of  the  physical  staying  powers  necessary  for 
prolonged  activity. 

A  Will  of  His  Own.  Not  only  physically,  but  in  the 
whole  make-up  this  is  a  time  of  transition.    "Mother, 


126  LIFE  IN  THE  MAKING 

I  am  going  to  the  picture  show,"  said  John  in  a 
matter-of-fact  way.  John's  mother  looked  up  rather 
startled,  for  this  was  a  new  way  of  talking.  Hitherto 
John  had  asked  for  permivSsion.  To-night  he  simply 
announced  his  intention.  What  could  have  hap- 
pened to  John  to  make  him  so  different?  This  ex- 
perience is  one  that  comes  to  most  mothers  and 
fathers.  It  comes  so  suddenly  and  is  so  unlike  what 
they  have  been  accustomed  to  that  at  first  they  are 
surprised,  and  often  they  are  troubled  and  annoyed. 

The  first  fact  to  be  noticed  is  that  the  development 
of  this  attitude  is  not  peculiar  to  a  few  boys  and 
girls,  but  is  a  very  common  experience.  Probably 
few  of  us  remember  passing  through  the  experience, 
and  many  fathers  and  mothers  who  have  grown-up 
sons  and  daughters  have  forgotten  that  their  chil- 
dren ever  were  in  this  stage  of  development,  but  a 
little  study  will  soon  convince  one  that  it  is  the 
thing  to  be  expected  and  that  it  occurs  in  the  Inter- 
mediate period. 

The  next  fact  to  be  noticed  is  that  it  is  a  character- 
istic of  not  merely  one  kind  of  conduct,  but  of  the 
whole  life  of  the  boy  or  girl.  The  individual  now 
begins  to  think  and  choose  for  himself  in  a  new  and 
larger  way  than  ever  before.  Whereas  at  nine  or 
ten  he  was  rather  frank  and  outspoken,  at  thirteen 
he  gives  evidence  that  there  are  some  things  of  which 
he  is  thinking  but  not  talking.  Perhaps  he  has 
a  locked  drawer  or  box  in  which  are  kept  his  things. 
These  articles  are  often  of  little  value  or  importance, 
but  they  are  7ms,  and  there  is  a  certain  satisfaction 
in  feeling  that  they  are  safely  locked  up.  In  the 
study  of  the  nature  of  the  Beginner  we  found  that 


EARLY  YOUTH  127 

there  comes  a  time  when  the  child  shows  something 
which  some  people  call  stubbornness,  but  which  is 
really  the  mark  of  the  development  of  personality 
and  of  individuality.  The  newly  asserted  independ- 
ence of  the  Intermediate  seems  to  be  a  parallel  to 
that  change  in  the  Beginner. 

As  part  of  this  independent  way  of  thinking  there 
comes  at  this  time  a  tendency  to  daydreaming  or  the 
building  of  castles  in  the  air.  Boys  and  girls  are 
sure  that  they  are  destined  for  some  great  task 
in  the  world  of  affairs.  They  make  elaborate 
plans  for  the  future.  These  plans  are  changed 
quickly,  and  the  boy  who  at  one  time  thinks  that 
to  run  a  grocery  store  would  just  suit  him  is  found 
soon  afterward  planning  to  be  an  engineer  or  a 
banker. 

These  dreams  of  the  Intermediate  have  an  import- 
ant effect  upon  life,  even  though  they  are  not  act- 
ually carried  out.  Their  value  will  depend  on  the 
worthwhileness  of  the  things  dreamed  of  and  the 
amount  of  determination  and  ability  to  put  them 
in  practice.  The  Sunday  school  has  an  important 
task  to  perform  in  helping  the  pupil  to  become  ac- 
quainted with  the  great  men  and  women  of  history 
and  thereby  to  form  worthy  ideals  for  his  own 
life. 

The  Interests  of  Intermediates.  In  the  early  teens 
boys  and  girls  have  a  keener  sense  of  appreciation 
than  they  had  before.  Some  investigators  think 
that  the  ability  to  taste  and  smell  is  actually  in- 
creased, but  this  point  is  not  well  established.  It 
is  probable,  rather,  that  they  are  more  interested  in 
and  pay  more  attention  to  these  things.     However 


128  LIFE  IN  THE  MAKING 

that  may  be,  we  find  that  the  world  of  nature  has  a 
new  and  greater  attraction  than  before. 

There  is  also  at  this  time  an  enlarged  appreciation 
of  music  and  poetry.  What,  at  first  sight,  might 
seem  to  be  a  contradiction  to  this  statement  is 
seen  in  the  fact  that  boys  and  girls  now  seem  less 
willing  than  in  earlier  years  to  recite  and  sing  or  in 
other  ways  contribute  to  the  entertainment  of  their 
friends.  This  is  undoubtedly'  partly  due  to  the 
rapid  physical  growth  and  the  consequent  inability 
to  satisfactorily  control  the  muscles.  It  is  probably 
also  an  efifect  of  this  enlarged  ability  to  appreciate. 
The  child  of  ten  might  go  through  a  rather  lifeless 
rendering  of  a  musical  selection  and  be  quite  satis- 
fied with  it.  At  the  later  age  there  comes  the  real- 
ization that  such  a  rendering  is  not  satisfactory. 
The  realization  of  the  difference  between  what  might 
be  done  and  what  he  actually  can  do  leads  to  an 
unwillingness  to  perform  at  all. 

Living  with  Others.  At  no  point  is  the  adolescent 
change  more  important  than  in  the  matter  of  the 
pupil's  relations  to  other  people.  It  is  a  peculiar 
fact  that,  whereas  little  boys  are  satisfied  to  play 
pretty  much  by  themselves  or  with  anyone  who 
happens  to  come  along,  older  boys  have  a  fashion  of 
forming  groups  for  their  games  and  other  activities. 
Sometimes  these  "gangs"  are  very  carefully  organ- 
ized, with  an  elected  leader  and  a  limited  mem- 
bership. A  new  boy  cannot  be  admitted  except  by 
the  consent  of  the  whole  group.  The  tendency  to 
form  groups  begins  as  early  as  ten,  but  has  its 
crest  at  about  thirteen.  At  this  age  girls  also  show 
an  ability  to  work  together,  but  rather  in  "cliques" 


EAKLY  YOUTH  129 

than  in  "gangs."  In  girls'  groups  the  leader  is  an 
important  factor.  In  boys'  groups  it  is  the  gang 
spirit  which  predominates. 

While  gangs  often  have  a  harmful  influence  over 
the  members,  they  have  also  fine  possibilities  for 
helpfulness.  It  is,  therefore,  not  desirable  to  repress 
them.  They  should,  rather,  be  turned  to  good  ac- 
count. The  very  fact  that  at  this  time  the  individual 
shows  a  desire  and  an  ability  to  live  and  work  with 
others  is  a  mark  of  real  progress.  The  loyalty  of 
the  individual  to  his  gang  is  a  very  admirable  qual- 
ity. We  have  plenty  of  evidence  of  the  fact  that 
the  boy  will  suffer  almost  anything  rather  than 
act  disloyally  to  his  group.  This  loyalty  should  not 
be  neglected,  but  should  be  developed  and  made  the 
foundation  of  the  allegiances  of  adult  life. 

Boys  and  girls  of  the  Junior  age  play  readily  to- 
gether, with  apparently  little  realization  that  there 
are  sex  differences  unless  older  people  have  drawn 
undue  attention  to  it.  With  Intermediates  it  is 
somewhat  different.  There  now  appears  a  shyness 
between  the  sexes  and  an  unwillingness  to  continue 
the  former  free-and-easy  associations.  Just  what 
is  the  cause  of  this  is  hard  to  say.  Since  girls  de- 
velop more  rapidly  than  boys,  boys  may  be  expected 
to  be  ill  at  ease  in  the  company  of  girls  of  their 
own  age.  The  girls  find  boys  of  their  own  age 
childish.  This  fact  alone  is  sufficient  to  account 
for  the  lack  of  interest  in  the  opposite  sex. 

The  Eeligious  Life.  The  relation  of  all  this  to  the 
religious  life  of  the  Intermediate  should  be  easily 
evident.  As  he  thinks  for  himself  in  matters  of 
practical  everyday  living,   so   he   will   and   should 


130  LIFE  IN  THE  MAKING 

think  for  himself  iu  regard  to  the  highest  things  in 
life.  He  should  now  accept  for  himself  what  form- 
erly he  accepted  chiefly  because  some  one  said  so. 
The  religious  life  should  at  this  time  not  only  become 
in  a  new  sense  his  own,  but  should  become  a  larger 
factor  in  his  living.  He  is  now  able  to  understand 
and  practice  in  a  better  way  than  before  the  funda- 
mentals of  Christian  living.  At  this  time  a  conver- 
sion experience  may  be  somewhat  confidently  ex- 
pected. This  experience  should  be  the  flowering  of 
all  the  earlier  religious  development.  To  it  all  else 
should  contribute  and  from  it  the  whole  life  should 
draw  inspiration.  How  the  lesson  study  should 
focus  toward  it  will  become  evident  in  the  next  chap- 
ter. In  Chapter  XIV,  methods  will  be  discussed  that 
may  be  adopted  by  the  Sunday  school  that  the  pupil 
may  the  better  realize  the  meaning  of  the  life  in 
Christ. 

Some  Urgent  Needs.  In  all  this  it  is  evident  that 
the  adolescent  is  a  problem  to  himself  as  well  as 
to  his  teachers  and  friends  His  awkwardness 
amuses  or  annoys  us,  but  it  distresses  him.  He  ur- 
gently needs  to  regain  control,  that  his  new  powers 
may  not  run  riot.  Some  teachers  have  made  light 
of  the  extremes  to  which  the  Intermediate  goes. 
However,  getting  out  of  this  stage  of  turmoil  does 
not  simply  happen  of  itself.  Indeed,  at  no  point 
in  his  development  is  our  pupil  more  in  need  of 
counsel  and  help. 

The  Intermediate  is  also  in  need  of  opportunities 
to  try  himself  out.  When  babies  first  begin  to  feed 
themselves  or  to  walk  they  make  a  sorry  job  of  it. 
We  have  all  seen  the  baby  turn  his  spoon  upside 


EARLY  YOUTH  131 

down  and  then  aim  it  at  his  ear  or  his  eye.  We  are 
glad  to  see  these  awkward  efforts,  for  they  mark 
the  coming  of  a  new  day.  So  with  the  Intermediate. 
He  may  be  more  awkward  and  boisterous  than  the 
Junior,  but  his  awkwardness  shows  the  arrival  of 
new  abilities  and  interests  which  make  possible  the 
development  of  full  manhood. 

An  especial  need  is  for  wholesome  companion- 
ships. The  Intermediate  should  have  the  oppor- 
tunity to  associate  with  older  people  who  have  done 
the  kind  of  things  that  he  wants  to  do,  who  can  give 
embodiment  to  his  daydreams,  for  from  them  he 
can  learn.  He  needs  above  all  to  be  brought  into 
closer  relationship  to  his  home,  to  his  church,  and 
to  his  Master,  the  Christ. 

Thought  Questions 

1.  What  do  you  consider  to  be  the  most  important  mark 
of  the  pupil's  fitness  for  promotion  from  the  Junior  to  the 
Intermediate  Department? 

2.  In  what  ways  should  the  Sunday  school  take  account  of 
the  clique  or  gang  spirit  in  Intermediates? 

3.  In  what  respects  do  you  consider  the  normal  Inter- 
mediate to  be  in  especial  need  of  religious  help? 


CHAPTER    XIII 

LESSONS  FOR  INTERMEDIATES 

Mr.  Dooley  sympathizes  with  the  boy.  "We  wake 
him  up  in  the  morning,"  he  says,  "whin  he  wants 
to  sleep.  We  make  him  wash  his  face  whin  he 
knows  it  don't  need  washing  thin  as  much  as  it  will 
later,  and  we  send  him  back  to  comb  his  hair  in  a 
way  that  he  don't  approve  iv  at  all.  We  fire  him 
off  to  school  just  about  th'  time  of  day  whin  anywan 
ought  to  be  out  of  dures — an'  so  it  goes.  If  he 
don't  do  any  of  these  things,  or  if  he  don't  do  thim 
th'  way  ye  think  is  th'  right  way,  some  one  hits  him 
or  wants  to.  Talk  about  happy  childhood !  How 
wud  ye  like  to  have  twenty  or  thirty  people  issuin' 
foolish  orders  to  ye,  makin'  ye  do  things  ye  didn't 
want  to  do,  and  niver  explainin'  at  all  why  it  was 


so 


9'> 


The  early  part  of  the  Intermediate  period  marks 
the  transition  from  childhood  to  youth,  a  transition 
which  involves  a  change  from  authority  to  personal 
choice  and  experience,  from  objectivity  to  subjectiv- 
ity. Commands  now  become  a  violent  irritant,  more 
especially  if  issued  in  the  name  of  authority  with- 
out an  explanation  of  reasons.  Now  as  never  before 
it  is  important  to  make  interest  the  determining 
factor  in  the  choice  of  lessons  if  the  attitude  of  the 
pupils  is  to  be  such  that  desired  responses  can  be 
secured.     What  are  the  dominant  interests  of  boys 

132 


LESSONS  FOR  INTERMEDIATES        133 

and  girls  of  twelve  to  fourteen  years?  What  kinds 
of  lessons  will  appeal  most  strongly  to  them? 

Individual  Interests.  We  may  expect  to  see  at  this 
time  more  of  variation  in  interests  that  at  any  ear- 
lier period.  This  is  accounted  for  by  the  marked 
development  of  individuality  which  takes  place.  In- 
dividual dififerences  which  existed  earlier  as  latent 
qualities  now  manifest  themselves.  General  state- 
ments, therefore,  will  be  even  more  subject  to  excep- 
tion than  in  the  study  of  the  periods  of  childhood. 
One  reason  for  the  increased  diflficulty  of  teaching 
Intermediates  is  the  fact  that  every  pupil  is  a  law 
unto  himself.  To  be  successful  in  maintaining  in- 
terest and  holding  attention  the  teacher  must  know 
intimately  every  member  of  his  class.  It  will  be 
found  that  boys  especially  are  likely  to  have  some  one 
absorbing  interest.  The  hobby  may  be  electricity, 
or  wireless,  or  aeroplanes,  or  stamps,  or  whatnot, 
but  whatever  it  is  the  teacher  should  know  about 
it  and  be  able  to  connect  up  the  lesson  with  it. 

Personal  Life  Studies.  No  other  one  interest  is  so 
general  among  boys  and  girls  of  this  age  as  interest 
in  life  or,  perhaps  it  would  be  better  to  say,  inter- 
est in  the  lives  of  those  who  embody  heroic  or 
striking  qualities  and  ideals.  This  is  biography,  but 
not  biography  in  the  literary  sense  of  a  complete, 
detailed  account  of  a  life.  To  interest  Interme- 
diates the  life  sketch  should  be  drawn  in  the  large, 
picturing  the  person  himself — his  motives,  purposes, 
ambitions,  struggles,  and  achievements. 

For  the  Intermediates  biographical  study  of  this 
kind  is  the  most  significant  form  of  Bible  study; 
for  the  Bible,  above  everything  else,  is  a  literature 


134  LIFE  IN  THE  MAKING 

of  life,  and  the  pupil  who  really  enters  into  fellow- 
ship with  the  great  personalities  of  the  Bible,  com- 
ing to  appreciate  their  moral  struggles  and  their 
religious  experiences,  is  brought  into  contact  with 
one  of  the  dynamic  centers  of  that  which  has  been 
one  of  the  most  influential  factors  in  the  upbuilding 
of  civilization.  "The  power  of  great  personalities 
in  history  to  touch  the  child  with  marvelous  con- 
tagion of  the  spirit  is  surpassed  only  by  the  per- 
sonal influence  of  the  individuals  with  whom  the 
child  is  immediately  associated." 

Observe  that  the  teacher's  first  concern  is  not  to 
teach  history,  either  the  history  of  Israel  or  the 
history  of  the  early  church,  but,  rather,  to  bring 
the  pupils  into  intimate  association  with  the  great 
men  and  women  who  made  that  history,  that  through 
appreciation  of  the  noble  and  heroic  qualities  in 
their  lives  they  may  themselves  be  inspired  and 
strengthened  for  noble  and  heroic  living.  That  the 
study  of  the  lives  of  the  great  has  power  to  create 
and  bring  to  birth  high  and  holy  ideals  in  the  lives 
of  the  young  we  have  abundant  testimony.  As  an 
example  take  the  striking  words  of  Mary  Antin : 
"When,  after  the  Christmas  holidays,  we  began  to 
study  the  life  of  Washington,  running  through  a 
summary  of  the  Kevolution,  and  the  early  days  of 
the  republic,  it  seemed  to  me  that  all  my  reading 
and  study  had  been  idle  until  then.  The  reader,  the 
arithmetic,  the  songbook,  that  had  so  fascinated 
me  until  now,  became  suddenly  sober  exercise  books, 
tools  wherewith  to  hew  a  way  to  the  source  of  in- 
spiration. .  .  .  When  the  class  read,  and  it  came 
my  turn,  my  voice  shook  and  the  book  trembled  in 


LESSONS  FOR  INTERMEDIATES        135 

my  hands.  I  could  not  pronounce  the  name  of 
George  Washington  without  a  pause.  Never  had 
I  prayed,  never  had  I  chanted  the  songs  of  David, 
never  had  I  called  upon  the  Most  Holy,  in  such  utter 
reverence  and  worship  as  I  repeated  the  simple 
sentences  of  my  child's  story  of  the  patriot.  .  .  . 
Formerly  I  had  fasted  and  prayed  and  made  sacri- 
fice on  the  Day  of  Atonement,  but  it  was  more  than 
half  play,  in  mimicry  of  my  elders.  I  had  no  real 
horror  of  sin  and  I  knew  so  many  ways  of  escaping 
punishment.  .  .  .  As  I  read  about  the  noble  boy 
who  would  not  tell  a  lie  to  save  himself  from  pun- 
ishment, I  was  for  the  first  time  truly  repentant  of 
my  sins." 

It  is  not  desirable  to  try  to  bring  all  the  prin- 
cipal characters  of  the  Bible  and  of  Christian  his- 
tory to  the  attention  of  the  pupils.  Selection  is 
necessary.  The  principle  of  selection  which  should 
be  used  is  that  of  choosing  characters  in  whom  are 
clearly  exhibited  those  qualities  most  to  be  desired 
in  the  lives  of  boys  and  girls  of  Intermediate  age — 
such  qualities,  for  example,  as  self-control,  purity, 
loyalty,  moral  courage,  generosity,  forgiveness,  hon- 
esty, and  faithfulness. 

Can  you  suggest  Bible  characters  in  whose  lives 
such  qualities  are  prominent  ?  Would  a  study  of  the 
life  of  Simon  Peter  be  a  valuable  lesson  in  loyalty? 
Perhaps  your  first  thought  is  of  the  occasion  when 
Peter  showed  the  white  feather,  denying  his  Lord. 
But  recall  his  renewal  of  loyalty  after  the  resur- 
rection, the  boldness  with  which  he  preached  Christ 
on  the  day  of  Pentecost,  and  other  later  incidents 
in  his  career.    Turn  now  to  Lessons  4  and  5,  Second 


136  LIFE  IN  THE  MAKING 

Year  Intermediate  Course,  International  Graded 
System.  Note  the  common  aim  of  the  two  lessons: 
*'To  show  from  the  life  of  Peter  that  loyalty  to  the 
will  and  to  the  cause  of  Christ  is  essential  to  Chris- 
tian character."  Study  the  lesson  both  in  the 
Pupil's  Text  Book  and  the  Teacher's  Manual.  Would 
this  study,  in  your  judgment,  be  of  interest  to  an 
Intermediate  class?  Would  it  be  likely  to  inspire 
loyalty  in  the  pupils?  Thinking  of  the  Bible  char- 
acters familiar  to  you,  can  you  suggest  some  whose 
lives  teach  lessons  of  self-control,  faithfulness,  for- 
giveness, and  friendliness?  Having  made  your  list, 
consult  the  lists  of  titles  of  the  First  ,and  Second 
Year  Intermediate  Courses,  International  Graded 
Lessons.  How  many  of  those  which  you  listed  are 
found  among  the  lesson  titles?  Next  consult  the 
lesson  aim  in  each  case  and  note  whether  the  life 
quality  or  characteristic  named  therein  is  that  for 
which  you  made  choice  of  that  particular  character. 
As  a  statement  in  different  form  of  some  of  the 
more  important  principles  which  we  have  stated 
as  bearing  upon  the  adaptability  of  personal  life 
studies  to  this  age,  compare  the  following  quota- 
tion from  the  Foreword  of  the  Teacher's  Manual, 
First  Year  Intermediate  Course:  "Moral  teachings 
are  involved  in  life  studies,  but  the  purpose  is  to 
present  them  in  the  concrete  as  embodied  in  conduct. 
So,  and  only  so,  are  the  feelings  touched.  The  im- 
agination becomes  our  ally.  .  .  .  The  purpose  of 
these  studies  is  not  to  present  truth  topically.  .  .  . 
We  are  seeking  to  make  the  great  men  of  the  Bible 
familiar  characters,  that  we  may  live  with  them  in 
imagination,  feel  the  impress  of  their  personality, 


LESSONS  FOR  INTERMEDIATES        137 

be  inspired  with  their  victories,  and  be  taught  by 
their  errors.  The  end  sought  is  a  religious  impulse 
through  the  appreciation  of  noble  qualities  which 
the  pupil  sees  in  heroic  lives.  It  is  the  total  impres- 
sion of  the  life  upon  which  we  depend,  and  the  pupil 
must  be  given  a  full  length  picture  that  he  may  see 
the  character  as  a  whole." 

Studies  in  History.  In  most  cases  boys  and  girls 
of  twelve  and  thirteen  will  be  studying  history  in 
the  day  schools.  Such  investigations  as  have  been 
made  seem  to  indicate  that  the  historical  sense  is 
comparatively  slight  i)revious  to  the  twelfth  year. 
From  the  twelfth  year  on  it  develops  rapidly. 
While,  as  we  have  said  above,  the  first  concern  in 
the  presentation  of  the  great  characters  of  the  Bible 
should  be  to  acquaint  the  pupils  with  their  inner 
lives,  it  should  also  be  possible  to  give  them  some 
connected  idea  of  the  course  of  history.  They  should 
get  during  these  years  not  only  an  elementary  ac- 
quaintance with  the  history  of  Israel  and  of  the 
early  church,  but  also  some  knowledge  of  modern 
religious  history.  The  history  of  the  Reformation 
and  of  modern  missions  may  be  presented  in  such 
personal  terms  as  will  be  fascinating  to  Interme- 
diates. 

Religion  as  Life.  During  childhood,  as  we  have 
seen,  religion  is  likely  to  be  chiefly  a  matter  of 
observing  forms.  The  Junior,  especially,  is  often 
characterized  as  a  legalist  and  his  religion  as  legal- 
ism. Now,  with  the  deepening  of  the  inner  life 
which  comes  with  the  beginning  of  adolescence,  there 
is  presented  the  opportunity  and  need  of  vitalizing 
these  earlier  religious  forms.    To  the  Intermediate 


138  LIFE  IN  THE  MAKING 

religion  should  become  life.  Whether  this  change 
takes  place  depends,  in  many  cases,  upon  the  reli- 
gious teacher.  The  pupil  is  now  capable  of  appre- 
ciating what  it  means  to  live  a  life  of  friendship 
with  God,  to  share  the  divine  will  and  purpose,  and 
to  hold  communion  with  the  Great  Companion. 
The  need  is  not  so  much  for  lessons  upon  these  sub- 
jects as  for  the  constant  presentation  of  religion  in 
these  terms,  whatever  the  lesson  subjects  may  be. 
The  studies  in  the  lives  of  the  great  characters  of  the 
Bible  afiford  abundant  opportunity  for  this  emphasis. 
In  addition,  it  is  desirable  that  occasional  lessons 
shall  be  topical  in  character,  directly  presenting 
religion  as  life,  as  friendship  with  God,  as  living 
the  life  of  the  Spirit. 

Religion  as  Social  Conduct.  The  fact  brought  out 
in  the  preceding  chapter,  that  adolescence  brings  the 
new  birth  of  the  individual  in  relation  to  society, 
should  be  taken  account  of  by  religious  education. 
Lessons  which  picture  the  group  or  gang  actuated 
by  a  religious  motive  are  helpful  in  directing  the 
new  social  interests  to  religious  ends.  Again,  the 
pupils  should  be  repeatedly  impressed  with  the  truth 
that  the  test  of  a  religious  act  is  its  social  quality. 
Commendation  of  abstract  virtues  or  the  classifica- 
tion of  specific  acts  as  virtues  will  have  little  influ- 
ence, but  the  suggestion  that  particular  acts  be  put 
to  the  test  of  their  social  or  unsocial  quality  will 
bring  a  ready  response  that  will  be  quickening  in 
its  effect  upon  their  own  lives.  "The  question  to 
be  raised  in  the  pupil's  mind  concerning  an  act  or 
a  course  of  action,"  says  Coe,  "is  not.  Is  it  industri- 
ous? courageous?  persevering?  but.  What  persons 


LESSONS  FOR  INTERMEDIATES        139 

does  it  affect  and  how  does  it  affect  them?  .  .  . 
Let  us  stop  studying  virtues,  and  study  instead  what 
actual  men  do,  and  why  they  do  it.  .  .  .  Let  the 
pupil  be  led  to  analyze  the  case  himself  and  to  make 
discovery  for  himself  of  the  breadth  or  the  narrov/- 
ness,  the  social  constructiveness  or  destructiveness, 
of  the  conduct  involved  in  it." 

Here,  again,  the  need  is  not  so  much  for  topical 
lessons  as  for  this  particular  emphasis  and  method 
in  the  presentation  of  whatever  lessons  are  taken 
up.  Studies  in  the  lives  of  biblical  characters  pre- 
sent frequent  opportunity  for  this  emphasis. 

Thonght  Questions 

1.  What  life  stories  did  you  read  during  the  Intermediate 
years?    In  what  ways  were  you  helped  or  injured  by  them? 

2.  What  Bible  characters  did  you  most  admire?    Why? 

3.  Why,  do  you  think,  does  history  interest  Inter- 
mediates? 


CHAPTER  XIV 
THE  NURTURE  OF  INTERMEDIATES 

"John,  why  don't  you  come  back  to  Sunday 
school?  We've  got  a  new  system  now."  John's 
sister,  who  overheard  the  question,  decided  to  look 
into  the  matter.  The  brother  was  out  of  Sunday 
school  by  restraint  of  the  parents,  who  offered  him 
the  alternative  of  "behaving"  if  he  went,  or  of  stay- 
ing at  home.  What  could  this  new  system  be?  Upon 
investigation  it  was  learned  that  a  new  teacher  had 
been  appointed  for  the  class.  When  he  went  into 
the  classroom  the  boys  sized  him  up  as  good-natured 
and  harmless.  The  usual  exercise  of  sitting  in  the 
window  ready  to  slide  out  was  begun  as  per  schedule. 

But  something  happened.  The  new  teacher  asked 
the  boys  to  be  seated.  All  obeyed  but  one.  After 
refusing  to  obey  a  second  time,  he  was  caught  by 
the  collar  and  set  down  in  his  seat  forcibly.  Then 
the  teacher  said,  "Now,  boys,  if  any  of  you  want  to 
try  going  out  of  the  window,  go  ahead,  but  I  weigh 
two  hundred  pounds,  and  I  will  sit  on  the  first  fel- 
low who  attempts  it."  The  "new  system"  at  once 
proved  to  be  both  effective  and  popular,  while  the 
new  teacher  became  the  boys'  hero. 

The  teaching  of  a  class  of  Intermediate  boys  is 
a  big  enough  job  for  any  man.  It  belongs  under  the 
head  of  "big  business,"  and  will  tax  anyone's  re- 
sources.    Why?     It  is  not  because  these  boys  are 

140 


THE  NURTURE  OF  INTERMEDIATES   141 

naturally  bad;  they  are  really  good  at  heart,  with 
strong  religious  tendencies,  but  they  have  a  life  of 
their  own  very  different  from  an  adult's,  different 
from  that  of  any  other  age  group,  and  the  teacher 
who  trains  them  in  religion  must  know  the  rules 
of  their  life  and  must  play  the  game  accordingly. 

Qualifications  of  an  Intermediate  Teacher.  What 
kind  of  teacher  would  you  select  for  Intermediate 
boys?  What  kind  would  you  select  for  Intermediate 
girls?  Think  back  a  few  years  and  recall  the 
teachers  whom  you  liked  best  during  those  years. 
What  made  them  attractive  to  you?  Were  these 
qualities  which  they  showed  altogether  natural  gifts, 
or  did  some  of  them  seem  to  be  cultivated?  Perhaps 
the  first  fact  which  you  recall  about  your  popular 
teachers  is  that  they  were  your  friends.  They  pos- 
sessed qualities  which  you  were  eager  to  possess. 
They  seemed  to  believe  that  your  association  with 
them  would  mean  something  good  to  their  own  lives 
as  well  as  to  yours.  They  must  have  had  confidence 
in  you,  believing  that  you  would  "amount  to  some- 
thing after  all."  Perhaps  they  seemed  to  have  a 
genius  for  assigning  to  you  tasks  which  you  could 
do.  Who  knows  how  much  patience  and  resource- 
fulness it  took  on  their  part?  All  you  know  is  that 
they  seemed  always  to  expect  something  good  of  you, 
and,  strange  to  say,  frequently  got  it  out  through 
the  tasks  which  they  assigned. 

Did  you  ever  pass  through  the  period  when  you 
felt  "Nobody  understands  me,"  and  then  meet  a 
teacher  who  seemed  to  know  just  how  much  you 
longed  to  do  things,  how  painfully  you  suffered 
from  your  own  blunders?     If  you  ever  had  this 


142  LIFE  IN  THE  MAKING 

experience,  you  know  what  one  teacher  can  do  for 
a  life.  Is  there  any  greater  privilege  than  that  of 
returning  the  kindness  by  doing  the  same  thing  for 
somebody  else? 

Facilities  for  Intermediate  Work.  But  the  person- 
ality of  a  teacher  is  not  the  only  factor  in  the 
nurture  of  Intermediate  boys  and  girls,  though  it  is 
the  greatest.    "I  don't  know  what  is  the  matter  with 

me,  Mr.  ,  but  I  have  a  hard  time  teaching  the 

graded  lessons  to  my  boys,"  said  a  teacher  of  thir- 
teen- and  fourteen-year-old  lads. 

"How  many  have  you?" 

"Twenty-five." 

"Where  do  they  sit?" 

"Out  here  on  the  pews." 

It  seemed  unthinkable,  for  the  church  was  a  large 
one  with  many  rooms;  but  it  was  true,  and  the 
teacher  wondered  if  the  fault  were  not  with  her! 
Many  of  our  Sunday  schools  load  a  teacher  with 
handicaps  and  then  wonder  why  they  do  not  get 
better  results.  This  teacher  needed  a  smaller  class 
and  some  facilities  for  work.  It  would  have  been 
ideal  if  she  could  have  had  a  class  of  not  more  than 
eight  or  nine  in  a  room  by  themselves,  with  pictures 
and  trophies  on  the  wall,  with  sand  table  and  stereo- 
scopes available  for  use  when  needed,  and,  of  course, 
with  athletic  equipment  somewhere  in  the  building. 
But  few  schools  can  have  separate  rooms  for  all 
of  their  classes,  and  experience  is  proving  to-day 
that  excellent  results  can  be  obtained  by  having 
small  classes  around  tables  in  one  large  room. 

Intermediate  Organization.  This  leads  to  the  ques- 
tion of  organization.    Of  course  teen-age  boys  and 


THE  NURTURE  OF  INTERMEDIATES   143 

girls  should  have  their  own  department  and  class 
organizations.  The  boys  at  least  are  certain  to 
organize  in  gangs  somewhere,  and  fortunate  the 
boy  whose  home  and  church  provide  an  outlet  for 
this  gang  instinct.  While  the  girls  may  not  organize 
so  instinctively,  they  will  be  enthusiastic  about  it 
if  the  opportunity  is  given.  This  is  the  age  of  team 
play.  If  the  boy  or  girl  takes  Christ  at  all,  he 
will  take  him  into  all  his  activities.  The  Sunday- 
school  class  offers  one  of  the  best  opportunities  for 
team  play  that  is  known.  The  recreational  and 
educational  programs  of  the  Boy  Scouts  and  the 
Camp  Fire  Girls  may  be  very  useful  to  the  church 
when  conducted  under  the  auspices  of  organized 
classes. 

But  there  is  another  reason  for  organization  in 
addition  to  the  fact  that  such  is  instinctive.  This 
instinct  was  implanted  to  fit  them  for  the  business 
of  life,  which  always  involves  working  with  other 
people.  Youth  must  be  trained  to  plan  things  for 
others,  to  carry  responsibility.  The  boy  or  girl  who 
has  served  as  a  class  officer  or  committee  member 
for  a  few  years  will  learn  both  how  to  initiate  plans 
and  how  to  carry  them  out. 

For  these  reasons  both  the  classes  and  the  depart- 
ment should  be  organized  with  pupil  officers,  the 
superintendent  and  teachers  acting  as  counselors. 
The  success  of  the  department  will  depend  very 
largely  upon  how  much  of  the  work  the  pupils  do 
themselves. 

But  what  can  Intermediate  boys  and  girls  do 
when  organized?  What  do  we  want  them  to  do? 
What  does  Jesus  expect  of  members  of  an  Inter- 


144  LIFE  IN  THE  MAKING 

mediate  Department?  Undoubtedly  he  expects  them 
to  learn  how  to  talk  to  the  Father.  We  call  this 
an  act  of  worship.  How  much  do  you  suppose  the 
Intermediate  boy  and  girl,  meeting  with  the  adult 
school  for  opening  and  closing  worship,  think  about 
talking  to  the  Father?  How  much  thought  do  they 
give  to  the  songs?  What  do  the  prayers  mean  to 
them? 

But  suppose  that  all  the  pupils  of  twelve  to  four- 
teen meet  with  the  teachers  by  themselves.  Suppose 
that  they  select  the  songs  and  lead  in  prayer.  Sup- 
pose that  they  plan  any  special  features  which  are 
introduced.  Is  it  not  reasonable  to  believe  that  in 
this  case  some,  if  not  all,  will  give  close  attention 
to  the  service  because  it  is  theirs? 

Training  in  Worship.  Why  is  it  so  diflScult  for 
some  people  to  pray?  Prayer  is  not  radically  dififer- 
ent  from  any  other  form  of  conversation.  It  requires 
two  things:  something  in  common  to  talk  about, 
and  ability  to  express  one's  thoughts.  It  is  not 
difficult  to  find  something  to  talk  about  if  these 
young  people  are  trying  to  do  something  for  Jesus 
Christ,  but  expression  of  one's  inmost  thoughts  is 
difficult,  and  involves  practice.  The  Intermediate 
boys  and  girls  when  together  can  ask  in  one  or  more 
sentences  for  the  things  which  they  really  want. 
In  time  public  j)rayer  will  become  easy  and  will  be 
enjoyed  as  a  privilege. 

We  were  discussing  young  people's  problems  one 
evening  when  a  suggestion  was  made  for  the  opening 
ten  minutes  of  a  class  session.  "Oh,  I  cannot  do 
that,"  a  teacher  replied.  "We  use  that  time  for 
training  in  prayer." 


THE  NURTURE  OF  INTERMEDIATES  145 

"What  is  it  you  do?" 

"We  use  the  first  ten  minutes  of  every  class  session 
to  train  in  prayer.  Of  course  they  pray  in  a  boy's 
language,  but  their  prayers  are  genuine.  I  also  try 
to  help  them  in  learning  right  forms  of  prayer 
through  the  prayers  which  I  offer,  and  encourage 
them  in  the  habit  of  daily  prayer." 

"How  old  are  the  members  of  the  class?" 

"Thirteen  to  fourteen." 

"How  many  have  you  in  the  class?" 

"Oh,  it  was  very  small  at  first,  but  we  have  twenty- 
five  now,  and  I  have  an  assistant  teacher." 

This  woman  was  training  her  boys  to  pray  out 
loud,  and  her  effort  was  evidently  popular  as  well 
as  effective.  It  is  not  hard  to  find  many  Intermedi- 
ate classes  where  every  member  can  lead  in  prayer, 
and,  surely,  next  to  the  family  altar,  there  is  no 
better  place  to  teach  them  how  to  do  this  than  in 
the  small  class,  where  practically  all  are  of  the 
same  age. 

The  Religious  Life.  We  have  just  been  considering 
how  to  guide  pupils  in  the  oral  expression  of  their 
Christian  life,  but  another  question  lies  back  of 
that :  How  may  we  lead  them  to  commit  their  lives 
to  Jesus  Christ  ?  The  twelfth  year,  at  the  beginning 
of  this  period,  is  one  of  the  times  when  young  lives 
most  readily  accept  the  leadership  of  Jesus  Christ. 
Many  factors  are  at  work  to  produce  this  result: 
hero-worship,  the  new  feeling  for  others  which  comes 
with  the  dawn  of  adolescence,  and  other  qualities 
which  have  been  previously  described.  How  may 
parents  and  teachers  take  advantage  of  this  oppor- 
tunity? 


146  LIFE  IN  THE  MAKING 

The  Sunday  school  does  so  in  two  ways.  In  the 
first  place,  its  curriculum  is  planned  with  this 
definite  objective.  By  showing  how  much  God  does 
for  others,  how  boys  and  girls  can  be  helpers  of 
God,  and  how  great  men  and  women  in  Bible  times 
and  since  have  been  helpers  of  God,  it  seeks  to 
create  a  desire  to  follow  this  greatest  of  all  leaders 
and  do  these  heroic  things.  For  the  twelfth  year 
the  simplest  and  most  vivid  account  of  our  Lord's 
life  is  used,  so  that  the  child  will  see  Jesus  Christ 
in  action  and  desire  to  follow  him.  In  the  second 
place,  Decision  Day,  which  may  be  observed  on  Palm 
Sunday,  is  an  approved  method.  Cautions  need 
to  be  raised  in  connection  with  this  service.  The 
appeal  should  not  be  weakly  sentimental  nor  directed 
to  the  child's  fears.  Jesus  Christ  asks  for  a  service 
of  love.  Boys  and  girls  will  yield  such  readily  if 
shown  how  they  can  use  all  of  their  boundless  energy 
in  his  service.  The  main  dependence  should  be 
placed  upon  the  personal  interview.  The  most  suc- 
cessful Decision  Day  services  follow  careful  prepara- 
tion. A  frank,  wholesome  talk  between  teacher  or 
pastor  and  each  pupil  who  has  not  yet  committed 
himself  to  Christ  is  necessary  for  the  best  results. 

Intermediate  Play  and  Recreation.  Few  tasks  are 
more  important  at  this  age  than  guidance  in  play. 
Play  is  one  of  the  dominant  instincts  of  this  period 
and  all  instincts  are  God-given.  The  Intermediate 
Department  has  a  great  opportunity  in  providing 
ample  facilities  for  play,  including  athletics,  socials, 
and  every  other  sort  of  wholesome  recreation.  Here 
is  a  chance  to  solve  one  of  the  objections  to  small 
classes.    Boys  and  girls  often  prefer  a  large  class, 


THE  NURTURE  OF  INTERMEDIATES   147 

so  that  they  can  have  "a  good  time"  together. 
Large  groups  may  be  aids  to  a  good  time,  but  they 
do  not  help  in  study.  Let  the  department  provide 
through  proper  committees  abundant  opportunities 
for  all  to  have  a  good  time,  while  the  classes  remain 
small  for  the  sake  of  better  study. 

It  is  hard  to  draw  the  line  between  work  and 
play.  The  difference  is  commonly  supposed  to  lie 
in  the  purpose  of  the  doer.  I*lay  is  for  its  own 
sake,  work  is  for  some  outside  end,  no  matter  how 
pleasurable  that  may  be.  However,  there  is  little 
advantage  in  drawing  much  distinction  between  the 
two  for  pupils  of  the  teen  years.  The  things  which 
these  young  people  do  for  the  sheer  joy  of  doing  them 
would  be  hard  work  to  some  adults.  Who  has  not 
seen  the  girl  of  this  age  taking  care  of  a  baby  and 
finding  it  the  best  of  fun?  Who  has  not  seen  boys 
helping  on  a  delivery  wagon  or  on  some  building 
or  at  a  convention,  and  counting  their  hard  work 
as  a  great  picnic?  To  keep  the  spirit  of  play  in 
all  his  occupations  is  the  ambition  of  many  an 
adult.  It  will  not  be  diflScult  for  Intermediates  in 
anything  that  involves  physical  activity. 

Service  Activities.  Encourage  each  class  to  see 
how  much  they  can  do  for  others  during  the  next 
school  year.  Let  them  list  things  that  are  possible 
to  do  at  home,  at  school,  in  the  church,  in  the 
neighborhood,  and,  last  of  all,  but  not  least,  for 
distant  communities.  The  young  people  themselves 
will  offer  many  suggestions.  It  is  the  teacher's 
part  to  offer  additional  ones  and  guide  to  right 
choices. 

Taking  care  of  a  younger  brother,  playing  a  fair 


148  LIFE  IN  THE  MAKING 

game,  running  errands  for  some  church  enterprise, 
helping  to  keep  the  city  streets  clean,  raising  money 
by  self-denial  or  by  an  entertainment  to  support 
at  school  a  boy  in  China — these  are  only  types  of 
the  deeds  of  service  which  Intermediate  boys  and 
girls  will  gladly  perform.  Since  activity  is  their 
dominant  interest,  we  must  give  them  Christianity 
as  a  religion  of  action.  If  the  early  adolescent  can 
be  guided  to  use  his  surplus  energy  in  the  service 
of  Jesus  Christ,  noble  Christian  character  is  assured. 

Thought  Questions 

1.  Who  is  the  most  popular  hero  with  the  Intermediates 
of  your  community?  the  most  popular  heroine?    Why? 

2.  How  many  pupils  of  this  age  in  your  church  can  pray 
in  public?    Give  reasons  for  the  condition  which  exists. 

3.  Which  do  you  prefer  for  this  period,  a  department  with 
pupil  officers  guided  by  an  adult  counselor  or  one  with  adult 
officers?    Why? 


CHAPTER   XV 
MIDDLE    YOUTH 

In  Booth  Tarkington's  story  "Seventeen"  we  have 
a  charming  picture  of  the  boy  as  he  reaches  the  stage 
of  middle  adolescence.  We  see  him  in  his  room, 
with  his  door  locked,  rehearsing  before  his  mirror 
the  manners  which  he  considers  necessary  to  make 
an  impression  on  the  girl  who  is  visiting  in  town. 
We  sympathize  with  him  as  he  is  forced  to  meet  the 
same  young  lady  when  he  is  engaged  in  the  task  of 
carrying  home  his  mother's  purchases  from  the 
second-hand  store.  We  are  surprised  at  the  fine 
manners  which  he  displays  and  the  care  with  which 
he  conducts  himself  at  the  party.  Surely,  we  say, 
this  is  not  the  same  boy  who  but  a  short  time  ago 
was  gorging  himself  disgracefully  upon  bread  and 
butter  and  brown  sugar  and  apple  sauce.  Surely 
this  is  not  the  avowed  girl-hater  whose  acquaintance 
we  made  at  the  beginning  of  the  story. 

The  changes  that  took  place  in  this  boy  are 
thoroughly  characteristic.  In  our  study  of  early 
adolescence  we  found  that  boys  and  girls  were 
awkward  and  uncertain  in  their  movements,  un- 
steady and  inclined  to  be  unreliable  in  their  think- 
ing, and  shy  and  uncomfortable  in  the  presence  of 
individuals  of  the  opposite  sex.  These  characteris- 
tics appeared  to  be  so  deeply  rooted  in  the  make- 
up of  the  individual  that  we  almost  despaired  of 

149 


150  LIFE  IN  THE  MAKING 

his  ever  growing  up.  But  it  often  takes  only  a  short 
time  for  the  boisterous,  overgrown,  awkward  boy 
to  become  a  self-composed,  graceful  young  man.  The 
same  is  true  of  the  girl. 

The  change  from  awkwardness  to  comeliness  is 
one  of  a  number  of  changes  that  are  sufficiently  im- 
portant to  justify  us  in  saying  that  our  student  is 
no  longer  an  Intermediate.  When  we  come  to  study 
late  adolescence  in  Chapter  XVIII,  we  shall  find  that 
our  boys  and  girls  have  become  young  men  and 
women  and  have  taken  on  the  characteristics  of 
adulthood.  The  period  of  fifteen  to  seventeen  seems 
therefore  to  stand  by  itself. 

It  is,  of  course,  necessary  to  remember  that  in  the 
development  of  individuals  and  of  groups  there  are 
no  sharp  dividing  lines,  but  that  the  one  period 
shades  off  into  the  other.  It  is  also  necessary  to 
recall  that  some  individuals  reach  a  given  stage 
considerably  in  advance  of  others,  and  that,  in 
general,  girls  develop  a  year  or  so  earlier  than  boys. 
We  may  expect  to  find  that  some  who  have  passed 
the  fifteenth,  or  even  the  sixteenth,  birthday  are 
still,  as  far  as  maturity  goes,  far  back  in  the  early 
adolescent  group.  Others,  who  by  calendar  age 
might  be  expected  to  be  in  middle  adolescence,  are 
suflSciently  developed  to  belong  to  the  Young  Peo- 
ple's Department. 

Interest  in  Others.  The  new  interest  in  persons  of 
the  other  sex  which  appears  in  middle  adolescence 
is  a  characteristic  that  brings  with  it  various  other 
changes.  Just  which  is  cause  and  which  effect  is 
perhaps  hard  to  determine.  The  important  point 
is  that  the  changes  come  simultaneously.    An  easily 


MIDDLE  YOUTH  151 

noticeable  fact  is  the  increased  attention  to  per- 
sonal appearance.  This  explains  why  James  spends 
hours  in  learning  how  to  get  his  tie  fixed  to  suit 
him,  and  why  Mary  lingers  in  front  of  her  mirror 
trying  to  arrange  her  hair  a  new  way  in  spite  of 
impatient  calls  that  breakfast  is  waiting. 

With  this  new  interest  in  persons  of  the  opposite 
sex  there  comes  a  lessening  of  the  gang  spirit,  which 
was  so  prominent  in  the  preceding  period.  The 
interest  centers,  rather,  in  parties  and  other  social 
groupings.  Whereas  a  little  while  ago  he  wanted 
to  spend  his  whole  time  with  his  small  circle  of 
chums,  he  now  welcomes  the  opportunity  to  meet 
other  people  of  his  own  age.  Perhaps  the  new  in- 
terests crowd  out  the  older,  but  whatever  may  be 
the  reason,  the  boy  is  now  a  little  less  tied  to  the 
narrow  circle  of  the  gang  and  is  a  little  more  ready 
to  seek  the  companionship  and  approval  of  a  larger 
circle. 

With  the  enlargement  of  the  social  relationships 
there  sometimes  develops  a  peculiar  friendship  be- 
tween a  young  person  and  an  older  acquaintance. 
This  is  particularly  frequent  among  girls.  It  is 
usually  called  "a  crush."  If  understood  and  rightly 
used  it  may  be  helpful  to  both  individuals,  but  in 
the  main  it  is  abnormal  and  should  not  be  en- 
couraged. 

The  disappearance  of  the  physical  awkwardness 
which  was  so  characteristic  of  the  years  immediately 
preceding  is  in  part  due  to  a  determined  effort  to 
win  favor  in  the  eyes  of  his  social  group,  but  it  is 
even  more  largely  due  to  important  physiological 
changes.     By  referring  to  the  chapter  on   "Early 


152  LIFE  IN  THE  MAKING 

Youth"  (page  124)  it  will  be  seen  that  after  the  early 
adolescent  period  boys  and  girls  do  not  grow  so 
rapidly.  That  means  that  the  muscles  are  no  longer 
being  stretched  out  of  shape  and  the  individual  is 
given  an  opportunity  to  learn  again  how  to  use  them. 

The  unsteadiness  and  unreliability  of  the  earlier 
period  now  passes  away,  and  young  people  are  ready 
to  take  up  more  continuous  and  systematic  work. 
They  are  ready  to  shoulder  larger  responsibilities 
than  before.  However,  it  should  be  remembered 
that  the  endurance  of  adulthood  is  not  yet  attained 
and  overstrain  is  easily  possible. 

Work  and  Leisure.  At  this  age  a  large  number  of 
our  boys  and  girls  leave  school.  Entrance  into  the 
company  of  wage-earners  involves  changes  in  many 
respects  and  has  important  effects  upon  the  young 
lives.  Of  these  changes  perhaps  the  most  significant 
is  the  change  in  companionships.  The  new  associ- 
ates have  other  interests  and  ways  of  thinking,  and 
these  are  certain  to  be  influential. 

Going  to  work  means  a  readjustment  of  the  leisure 
period.  In  the  years  of  school  life  many  evenings 
were  occupied  with  home  study,  while  time  for  play 
was  found  during  the  day.  Now  the  day's  work  is 
done  during  the  day,  and  unless  the  time  is  given 
to  night  school  the  evenings  are  free.  There  is 
developed,  therefore,  a  tendency  for  the  individual 
to  spend  the  evening  on  the  street,  or  at  the  movie 
or  library,  or  in  some  occupation  of  his  own  choosing. 

The  fact  that  the  boy  or  girl  is  now  a  wage- 
earner  contributes  to  the  tendency  to  develop  a  new 
attitude  toward  the  leisure  period.  During  school 
life  the  parents  carried   most,   if  not  all,   of  the 


MIDDLE  YOUTH  153 

responsibility  for  the  support  of  their  child.  With 
this  went  the  feeling  that  they  had  a  right  to  exer- 
cise a  considerable  degree  of  control  over  his  whole 
time.  With  the  coming  of  entire  or  even  partial 
self-support  many  parents  and  most  sons  and  daugh- 
ters feel  that  the  right  to  manage  spare  time  is  no 
longer  chiefly  a  question  of  parental  authority. 

A  further  contributing  factor  to  this  independence 
of  spirit  is  the  fact  that  in  the  shop  or  factory  the 
boys  and  girls  are  subject  to  the  same  rules  and 
accorded  the  same  privileges  as  their  older  working 
associates.  There  may  be  difi'erences  in  the  wage 
scale  or  in  the  kind  of  work  done,  but  they  are  all 
employees  of  one  concern  and  are  in  most  respects 
treated  alike. 

We  are,  of  course,  interested  also  in  the  large  num- 
ber of  boj'S  and  girls  who  spend  these  years  in  high 
school.  While  they  are  not  subjected  to  the  new 
social  conditions  faced  by  those  who  go  to  work, 
they  share  with  the  latter  some  of  the  same  inde- 
pendence of  attitude.  There  is,  in  addition,  a  greater 
freedom  and  spirit  of  self-government  in  the  high 
school  than  prevails  in  the  elementary  school.  In 
the  matter  of  self-government  the  high-school  stu- 
dent is  therefore  not  very  different  from  the  wage- 
earner. 

This  attitude  toward  the  use  of  the  leisure  period 
has  its  reflex  effect  on  the  whole  life.  The  Sunday 
school  faces  serious  problems,  then,  in  dealing  with 
these  characteristics  of  the  life  of  the  Senior.  Both 
in  the  curriculum  and  in  the  social  activities  ad- 
justments must  be  made. 

In  making  these  adjustments  it  is  necessary  to 


154  LIFE  IN  THE  MAKING 

keep  in  mind  the  interests  and  abilities  of  the 
students.  There  is  likely  to  be  a  strong  interest  in 
athletics  at  this  time.  There  is  more  endurance  than 
before  and  a  consequent  readiness  to  undertake 
physical  training.  The  interest  in  social  affairs, 
which  is  developing  rapidly,  together  with  the  in- 
terest in  athletics  are  primary  resources  for  the 
Sunday-school  teacher.  We  must  assist  the  student 
to  the  discovery  and  adoption  of  Christian  princi- 
ples of  conduct  in  all  his  activities. 

The  changes  that  come  in  middle  adolescence  are 
not  so  evident  when  the  boy  or  girl  is  in  the  pres- 
ence of  older  people  as  when  he  is  with  those  of 
his  own  age.  Indeed,  he  will  scarcely  be  willing 
to  confess  to  father  or  mother  that  he  is  now  eager 
to  go  to  parties  or  that  he  would  really  like  to  know 
correct  social  usages.  This  may  make  boys  and 
girls  even  more  secretive  than  before  regarding 
their  personal  afifairs.  Although  parents  may  find 
it  increasingly  hard  to  understand  their  boys  and 
girls  at  this  time,  that  is  but  a  stronger  reason  for 
taking  especial  care  to  establish  a  bond  of  sym- 
pathetic relationship.  If  Jack's  family,  instead  of 
poking  fun  the  first  time  that  Jack  is  called  "Mr. 
Jones,"  would  only  remember  that  Jack  feels  that 
it  is  about  time  that  people  should  so  address  him, 
they  would  be  more  successful  in  maintaining  a 
cordial  relationship  with  their  almost  grown-up 
son. 

Self-Government.  Each  phase  of  the  changes  that 
come  at  middle  adolescence  brings  problems  for  the 
Sunday  school.  The  question  of  self-government  is 
j)articularly  serious.    Young  ])eople  who  very  largely 


MIDDLE  YOUTH  155 

manage  their  own  affairs  all  of  the  rest  of  the  week 
will  not  readily  fit  into  Sunday-school  plans  in  the 
making  of  which  they  have  absolutely  no  share  and 
the  reason  for  which  they  do  not  understand.  Our 
boys  and  girls  are  becoming  young  men  and  women, 
and  in  their  own  eyes  have  nearly,  if  not  altogether, 
arrived  at  that  degree  and  insist  on  being  treated 
as  such.  In  the  factory  and  shop,  at  the  movie  or 
on  the  street,  they  are  accorded  the  rights  and  privi- 
leges of  adulthood.  They  are  more  keenly  conscious 
of  this  at  this  time  than  they  perhaps  ever  will 
be  again.  Perhaps  this  spirit  is  already  overde- 
veloped and  needs  to  be  checked  rather  than  en- 
couraged. In  any  case  it  must  not  be  ignored.  If 
the  Sunday  school  is  to  minister  to  their  religious 
needs,  it  must  recognize  these  new  attitudes  and 
adjust  its  work  accordingly.  Its  plans  and  decisions 
must  appeal  to  them  as  right  and  useful,  and  the 
only  way  that  has  yet  been  discovered  to  accom- 
plish this  is  to  give  the  boys  and  girls  a  share  in 
the  formation  of  those  plans. 

A  considerable  degree  of  self-government  is  im- 
portant not  only  that  the  student  may  not  feel  that 
he  is  being  "bossed,"  but  that  he  may  find  for  him- 
self ways  of  using  his  newly  enlarged  desire  to  be 
useful.  Young  people  of  this  age  develop  the  ability 
to  feel  very  keenly.  They  are  especially  sensitive 
to  an  appeal  to  self-sacrificing  service,  whether  it  be 
foreign  missionary  work,  military  service,  or  what- 
not. Indeed,  they  are  liable  to  go  to  great  extremes 
of  self-sacrifice.  It  is  important  that  this  strong 
social  attitude  be  neither  allowed  to  shrivel  up 
through  lack  of  use  nor  entirely  spent  through  waste- 


156  LIFE  IN  THE  MAKING 

ful  indulgence.  Sometimes  they  give  themselves  to 
this  work  in  wild  abandon  and  then,  upon  experienc- 
ing some  of  the  diflSculties  and  disappointments 
which  inevitably  come,  react  in  the  very  opposite 
direction.  The  Sunday  school  must  find  ways  by 
which  this  desire  to  be  socially  helpful  may  be 
cherished  and  strengthened. 

Both  in  practical  social  activities  and  in  the  solid 
study  that  is  to  serve  as  a  preparation  for  future 
participation  in  the  work  of  the  Kingdom,  the  Senior 
is  ready  for  more  systematic  and  constructive  work 
than  before.  Whereas  the  early  adolescent  found 
himself  precipitated  into  a  new  world  and  made 
haste  to  see  first  one  point  of  interest  and  then 
another  and  another,  the  middle  adolescent  has,  to 
a  certain  degree,  found  himself  and  is  ready  to 
devote  himself  more  continuously  to  one  section  of 
the  whole  field.  How  the  study  materials  may  be 
fitted  to  this  need  will  be  shown  in  the  next  chapter. 

We  have  already  spoken  of  the  breaking  up  of 
the  narrow  social  attitude  that  makes  possible  the 
gang  and  the  clique  and  the  reaching  out  after  a 
larger  and  deeper  social  feeling.  The  young  man's 
or  young  woman's  friendships  are  both  many  and 
strong  and  cannot  be  easily  broken  up.  Friendship 
now  means  more  than  it  ever  meant  before.  One  life 
seems  to  become  a  part  of  the  other  in  a  very  real 
sense. 

Religious  Life.  This  social  feeling,  this  craving 
for  companionship  in  which  there  shall  be  both  give 
and  take,  has  its  climax  in  the  desire  for  a  deeper 
and  fuller  companionship  with  God.  At  about  six- 
teen occurs   the  second   (jrcat  climax   of  religious 


MIDDLE  YOUTH  157 

awakening.  It  is  exceedingly  important  that  at  this 
time  young  people  come  to  a  close  and  satisfying 
personal  relationship  to  God.  This  relationship  is 
the  crown  and  center  of  life  and  gives  meaning  and 
purpose  to  the  thinking  and  to  social  living. 

This  new  and  higher  realization  of  the  meaning 
of  the  Christian  life  is  not  only  made  possible  by 
the  enlarged  capability  for  friendship,  but  it  in 
turn  makes  possible  a  much  finer  and  more  serious 
identification  with  the  work  of  the  kingdom  of  God. 
This  is  a  very  precious  possession  and  should  be 
carefully  nourished  and  organized.  The  Senior 
should  be  brought  to  identify  himself  with  the  activi- 
ties of  the  church  and  other  religious  organiza- 
tions. He  should  find  means  of  living  out  the  spirit 
of  service,  and  he  should  learn  to  do  it  in  the  way 
that  will  be  most  helpful  both  to  those  to  whom  he 
devotes  his  service  and  to  himself.  Ways  in  which 
this  can  be  done  will  become  evident  in  the  next 
two  chapters. 

Thought  Questions 

1.  Make  a  list  of  characteristics  peculiar  to  the  Senior. 
Which  of  these  do  you  think  is  of  first  importance  to  the 
Sunday  school? 

2.  What  would  you  say  are  the  chief  religious  problems 
of  Seniors? 

3.  Mention  some  ways  in  which  the  Senior  teacher's  task 
is  different  from  that  of  the  teacher  of  Intermediates. 


CHAPTER   XVI 
LESSONS  FOR  SENIORS 

By  the  beginning  of  the  Senior  period  a  large 
proportion  of  the  boys  and  many  of  the  girls  who 
were  in  school  at  ten  years  of  age  have  left  school 
permanently.  In  most  cases  this  is  by  the  pupil's 
own  free  decision  and  in  many  cases  it  is  against  the 
protest  of  the  parents.  Unrest  and  dissatisfaction 
with  the  school  is  likely  to  begin  at  eleven  or  twelve 
and  may  reach  a  climax  as  early  as  thirteen,  but 
more  often  the  break  comes  at  fourteen  or  fifteen. 
The  break  with  the  public  school  is  paralleled  by 
the  break  with  the  Sunday  school.  Boys  begin  to 
think  they  are  getting  "too  old"  for  Sunday  school 
at  eleven  or  twelve;  some  leave  at  thirteen;  with 
many,  dissatisfaction  reaches  its  climax  by  fifteen, 
and  by  the  close  of  the  Senior  period  very  few  boys 
remain  in  the  religious  schools. 

The  explanation  of  the  failure  of  the  schools  to 
hold  their  pupils  through  these  years  cannot  be  given 
in  a  sentence.  The  problem  is  not  a  simple  one; 
it  is  exceedingly  complex,  and  it  cannot  be  solved 
by  cheap  expedients  or  superficial  panaceas.  Any 
thorough  analysis  of  the  problem,  however,  is  cer- 
tain to  lay  emphasis  upon  three  factors — the  per- 
sonality of  the  teacher,  materials  of  instruction,  or 
lessons,  and  methods  of  instruction.  In  recent  years 
there  has  been  a  notable  increase  in  the  enrollment 

158 


LESSONS  FOR  SENIORS  159 

of  boys  in  public  high  schools,  an  increase  generally 
attributed  to  changes  in  materials  and  methods  of 
instruction  which  have  brought  them  more  nearly 
in  line  with  the  interests  and  future  occupations  of 
boys.  What  suggestion  may  be  gained  from  this 
concerning  materials  for  religious  instruction? 

As  a  general  principle  we  may  say  that  the  lessons 
should  be  intimately  related  to  the  experiences  and 
prohlems  of  the  pupils'  lives,  or  should  be  such  as 
seem  to  the  pupils  to  be  of  direct  interest  and  value. 

All  studies  of  the  religious  life  made  in  recent 
years  agree  that  the  most  significant  climax  of  reli- 
gious interest  and  development  in  life  comes  at  about 
the  sixteenth  year.  This  is  usually  manifested  in 
some  form  of  spiritual  crisis.  Religious  decision 
may  now  be  expected  with  some  assurance.  If 
a  definite  decision  for  a  Christion  life  has  been 
made  earlier,  this  new  interest  is  likely  to  be  mani- 
fest in  an  increased  moral  earnestness,  with  more  of 
conscientiousness  in  conduct,  a  deeper  religious  de- 
votion, and  a  heightened  appreciation  of  spiritual 
values.  These  effects  are  also  likely  to  be  con- 
comitants of  religious  awakening.  There  is  almost 
certain  to  be  a  decided  interest  in  future  occupa- 
tion or  lifework. 

The  Life  of  Christ.  In  recognition  of  the  deepen- 
ing religious  interest  of  this  period  and  as  an  aid 
in  securing  definite  life  decision  for  Christ,  it  is 
important  that  the  life  of  Christ  be  studied  at  about 
the  fifteenth  year.  The  simple  outline  of  his  life 
presented  in  the  earlier  study  (see  page  105)  should 
now  be  expanded  with  some  degree  of  comprehen- 
siveness and  completeness.     While  major  attention 


IGO  LIFE  IN  THE  MAKING 

should  still  be  given  to  the  deeds  of  Jesus  in  order 
that  the  presentation  may  be  concrete,  the  study  of 
his  ministry  of  service  should  be  so  conducted  as 
to  yield  clear  conceptions  of  the  elements  of  his 
character,  together  with  such  appreciation  of  its 
beauty,  strength,  and  symmetry  as  will  make  the 
character  and  life  of  Jesus  the  supreme  life  ideal 
of  these  boys  and  girls.  Compare  with  this  the 
following  statement  of  the  purpose  of  the  course 
"Studies  in  the  Life  of  Christ,"  in  the  International 
Graded  Series:  "The  purpose  is  to  present  Jesus 
to  the  mind  and  imagination  of  the  pupil  in  a  way 
that  will  lead  to  personal  allegiance  to  him  and  to 
earnest  espousal  of  his  cause.  The  method  is  not 
so  much  the  presentation  of  the  facts  of  his  life  as 
the  awakening  of  an  admiration  of  Jesus  and  an 
appreciation  of  his  character  in  all  its  transcend- 
ent symmetry  and  strength,  full  of  grace  and  truth. 
The  spiritual  impulse  will  be  given  to  the  pupil  by 
leading  him  to  appreciation.  The  material  for  a 
decision  to  follow  and  obey  Christ  will  be  furnished 
by  helping  him  to  form  a  moral  judgment  on  the 
divine  character  revealed  in  the  words  he  spoke, 
the  life  he  lived,  and  the  death  he  died"  (Teacher's 
Manual,  p.  viii).  Turn  now  to  an  outline  of  the 
lessons  of  this  course.  Note  the  three  parts,  and 
read  thoughtfully  the  full  list  of  thirty-nine  lesson 
titles.  Carry  your  examination  of  the  course  one 
step  further  by  turning  to  Lesson  II,  "Jesus  a  Friend 
to  All."  Read  attentively  the  entire  lesson,  first 
in  the  Pupil's  Text  Book,  then  in  the  Teacher's 
Manual.  What  elements  of  Jesus'  character  would 
the  study  of  this  lesson  impress  upon  the  pupil's 


LESSONS  FOR  SENIORS  161 

mind?  Would  this  lesson,  if  well  taught,  make  an 
appeal  to  Seniors  to  which  they  would  respond  with 
a  deeijened  appreciation  of  Jesus?  If  time  permits 
read  one  or  two  other  lessons  in  this  course  with 
these  same  questions  in  mind. 

Principles  and  Ideals  of  Christian  Living.  Follow- 
ing a  study  of  the  life  of  Christ  in  the  fifteenth 
year,  no  more  important  or  vital  question  can  be 
presented  for  consideration  than  "What  is  it  to  he 
a  Christian  2"  The  discussion  of  this  question  should 
be  comprehensive  and  thorough.  At  the  same  time 
care  should  be  taken  to  avoid  abstract  and  purely 
doctrinal  discussion.  To  hold  attention  and  to 
secure  that  participation  by  the  pupils  which  is  so 
desirable,  the  discussion  must  be  in  concrete  terms, 
connected  constantly  with  their  own  daily  experi- 
ences. If  the  pupils  have  made  the  study  of  the 
life  of  Christ  which  has  been  suggested  as  desirable, 
definite  significance  in  their  minds  will  attach  to 
the  answer,  "To  be  a  Christian  is  to  live  a  life  like 
Jesus  lived.''  What  would  Jesus  have  me  do?  is  a 
jjractical  question  which  boys  and  girls  of  this  age 
may  be  taught  to  ask  in  many  actual  situations  of 
their  daily  lives.  We  may  expect  to  hear  the  objec- 
tion, "No  one  can  know  what  Jesus  would  do  in  a 
particular  situation  if  he  were  living  to-day."  We 
cannot  agree  that  this  is  a  valid  objection.  Experi- 
ence with  Senior  boys  and  girls  shows  that  those 
who  have  studied  the  Gospels  in  their  earlier  years 
almost  invariably  have  a  definite  idea  of  what  he 
would  do  or  would  not  do  which  is  satisfying  to  them 
and  influential  in  determining  their  conduct.  It 
will  aid  them  in  deciding  what  Jesus  would  do  to 


162  LIFE  IN  THE  MAKING 

suggest  that  they  consider,  when  in  doubt,  what  is 
the  loving  thing  to  do?  Now,  much  more  than 
earlier,  the  concept  of  the  Christian  life  as  the  life 
of  love  will  seem  meaningful  to  them.  In  urging 
this  concept  we  will  be  close  to  the  heart  of  the 
gospel.  The  chief  essential  is  to  base  the  discus- 
sion on  life  materials,  avoiding  theory.  As  a  typical 
example  of  illustration  which  will  appeal  to  them, 
consider  the  following:  A  young  British  soldier, 
after  being  fourteen  months  at  the  front,  was  expect- 
ing a  furlough.  Just  about  the  time  that  he  should 
have  arrived  in  East  London,  however,  a  letter  came. 
It  read:  "Mother,  I  found  a  man  just  close  by  me 
who  was  very  sad.  I  said  to  him,  'What's  the  mat- 
ter. Bill?'  He  said  he  had  just  heard  his  little  girl 
was  very  ill,  and  he  could  not  get  leave  to  go  home 
and  see  her.  Mother,  I  know  it  will  be  a  great  dis- 
appointment to  you  and  dad,  but  I  went  to  my 
officer  and  asked  him  whether  Bill  could  not  have 
leave  instead  of  me.  So  Bill  is  having  leave  in  my 
place  and  I  am  staying  behind.  I  know  you  will 
be  disappointed,  but  I  wanted  Bill  to  see  bis  little 
girl." 

A  second  answer  to  the  question  of  what  it  means 
to  be  a  Christian  should  enforce  the  principle  that 
to  be  a  Christian  is  to  live  the  life  of  faith.  Faith 
may  be  considered  as  a  very  abstract  thing  or  as  an 
exceedingly  practical  matter.  Its  practical  aspects 
will  appeal  to  Seniors.  Examples  of  faith  abound 
in  the  lives  of  young  people,  as  well  as  of  those 
of  men  and  women  of  great  material  and  spiritual 
achievements,  and  these  common  examples  of  faith 
may  be  used  to  illustrate  and  interpret  it  as  it  is 


LESSONS  FOR  SENIORS  163 

seen  in  the  lives  of  the  spiritual  heroes  of  the 
race. 

Again,  to  be  a  Christian  is  to  live  the  life  of  serv- 
ice. While  it  is  true  that  the  altruistic  feelings 
ha  vie  not  yet  reached  their  full  development,  they 
are  manifestly  present  in  these  boys  and  girls,  and 
they  should  be  appealed  to.  Perhaps  of  most  impor- 
tance is  to  supply  lessons  rich  in  their  suggestive- 
ness  of  things  which  Senior  boys  and  girls  may 
do,  and  which  at  the  same  time  will  appeal  to  their 
sympathies  and  thus  awaken  and  nurture  the  spirit 
of  unselfish  service. 

Membership  in  the  church  should  he  connected 
with  the  thought  and  purpose  of  service.  While  it 
will  not  be  amiss  on  occasion  to  emphasize  the 
privilege  and  benefit  of  Christian  fellowship  in  the 
church,  the  first  and  strongest  emphasis  should  be 
placed  upon  the  opportunity  and  obligation  of  serv- 
ice in  and  through  the  church.  It  is,  of  course,  de- 
sired that  these  young  people  who  are  coming  into 
membership  in  the  church  shall  be  intelligent  church 
members.  Lessons  should  be  furnished  them  which 
will  inform  them  concerning  the  organization  and 
government  of  the  church  and  concerning  its  ordi- 
nances and  sacraments.  Other  lessons  should  be 
provided  which  are  adapted  to  give  them  information 
and  develop  their  interest  in  the  teaching  work  of 
the  church,  in  its  social-service  activities,  and  in  its 
missionary  work. 

Once  more,  the  question  concerning  what  it  is  to 
be  a  Christian  should  be  answered  in  terms  of  loyalty 
to  and  fellowship  with  God  in  Jesus  Christ.  Is 
loyalty  a  quality  usually  present  in  the  boys  and 


164  LIFE  IN  THE  MAKING 

girls  of  this  age?  Are  boys  as  a  class  more  likely 
to  manifest  loyalty  than  girls?  However  these  ques- 
tions may  be  answered,  it  will  be  agreed  that  it  is 
not  difficult  to  impress  upon  both  boys  and  girls 
the  meaning  and  value  of  loyalty.  Likewise  it 
should  be  made  clear  to  them  that  to  be  truly  a 
follower  of  Jesus  requires  loyalty  to  him,  an  abiding 
purpose  to  make  his  will  supreme  in  life.  This  may 
be  impressed  by  a  study  of  the  loyalty  of  the  first 
disciples  of  Jesus  and  by  that  of  eminent  Christians 
in  later  centuries  whose  steadfast  devotion  at  what- 
ever cost  has  made  their  names  to  be  as  rare  oint- 
ment poured  forth.  Loyalty  and  fellowship  go  to- 
gether. Without  loyalty  there  can  be  no  deep,  abid- 
ing fellowship. 

Fifteen  and  sixteen  are  years  of  loneliness,  and  the 
thought  of  friendship  with  Jesus,  with  its  accompani- 
ment of  constant  fellowship,  appeals  strongly  to  both 
hojs  and  girls.  Again  and  again  in  impressive  ways 
the  possibility  and  privilege  of  fellowship  with  the 
Great  Companion  should  be  brought  home  to  their 
hearts.  Unless  the  divine  friendship  becomes  a 
reality  in  these  years  it  is  not  likely  to  be  realized 
later  in  life. 

Practical  Ethics.  The  study  of  the  principles  and 
ideals  of  Christian  living  is  not  fully  complete  when 
the  question  of  what  it  is  to  be  a  Christian  has  been 
satisfactorily  answered.  There  are  many  Christians 
whose  religious  lives  are  not  as  strong  and  fruitful 
as  they  might  be  because  of  a  lack  of  appreciation 
of  the  moral  principles  which  should  be  determina- 
tive in  daily  conduct  and  the  ideals  which  should 
inspire  to  beautiful  and  holy  living.     During  these 


LESSONS  FOR  SENIORS  165 

years  we  should  continue  the  effort,  begun  earlier, 
to  huild  up  a  high  appreciation  of  moral  values. 
As  before,  well-chosen  stories  used  as  supplemental 
reading  will  be  an  effective  means  of  doing  this. 
Stories  may  also  be  used  to  deepen  the  sense  of 
moral  obligation.  Lessons  should  also  be  used 
which  have  been  chosen  with  the  aim  of  quicken- 
ing the  sense  of  ought.  Here,  again,  it  is  best  to 
keep  close  to  the  concrete,  observing  conscience  at 
work  in  the  lives  of  others  and  encouraging  discus- 
sion of  occasions  when  it  has  asserted  itself  in  the 
experiences  of  the  pupils.  As  an  example  of  the 
right  kind  of  material  study  Lesson  VII  in  ''Studies 
in  Christian  Living"  in  the  International  Graded 
Series.  The  quickening  of  conscience  in  connection 
with  the  new  assertiveness  so  characteristic  of  these 
years  creates  special  opportunity  for  the  develop- 
ment of  moral  individuality.  "A  constant  effort  must 
be  made  to  inspire  to  self-mastery.  .  .  .  Now,  if 
ever,"  says  Littlefield,  "the  youth  must  be  helped  to 
develop  the  power  to  act  independently  on  moral 
questions."  Some  very  practical  help,  such  as 
modern  psychology  makes  it  possible  to  offer,  should 
be  given  on  how  to  meet  and  overcome  temptation. 
Lessons  should  be  provided  on  such  subjects  as  the 
mastery  of  habit,  keeping  one's  word,  honesty  in 
little  things,  observance  of  jjroperty  rights,  clean 
speech,  gambling  and  betting,  purity  of  thought  and 
life,  liquors  and  tobacco,  and  other  similar  topics. 
In  these  studies  in  practical  ethics  much  will  de- 
pend upon  the  method  of  presentation.  Preaching 
or  abstract  moralizing  will  have  little  effect.  These 
are  topics  on  which  boys  and  girls  are  themselves 


166  LIFE  IN  THE  MAKING 

making  observations;  the  teacher's  part  is  simply 
to  guide  the  discussion  and  endeavor  without  ap- 
parent anxiety  or  dogmatic  statement  to  see  that 
right  conclusions  are  reached. 

It  is  to  be  expected  that  there  will  be  manifest 
in  the  lives  of  these  pupils  some  measure  of  failure 
to  realize  the  highest  Christian  ideals.  Boys  and 
girls  of  fifteen  and  sixteen  are  not  mature  Chris- 
tians, and  unreasonable  requirements  should  not 
be  made  of  them.  The  evidences  they  show  of  im- 
maturity should  be  borne  patiently  and  sympatheti- 
cally. They  need  to  know  the  meaning  of  repentance 
and  forgiveness  and  their  place  in  a  Christian  life. 
Definitions  will  avail  little,  but  the  recognition  of 
repentance  and  forgiveness  in  the  lives  of  others 
will  be  helpful.  The  same  principle  holds  in  teaching 
patience,  humility,  self-denial,  and  other  graces 
which  are  expected  to  be  shown  in  mature  Christian 
character. 

Lifework  Studies.  By  the  beginning  of  the  final 
year  of  the  Senior  period,  namely,  the  seventeenth 
year,  a  keen  interest  in  opportunities  for  service  and 
in  lifework  may  be  expected.  This  interest  is  one 
which  is  likely  to  dawn  suddenly  and  unheralded, 
rise  swiftly  to  its  climax,  and  culminate  in  a  quick 
decision  from  which  there  is  no  appeal  until  years 
have  passed.  The  fact  that  such  an  interest  may  be 
expected  to  develop  at  this  time  is  a  challenge  to 
moral  and  religious  education  which  cannot  be 
ignored.  How  may  we  best  meet  it?  On  the  suc- 
cess with  which  it  is  met  depends  the  number  of 
recruits  enlisted  by  the  church  and  other  agencies 
for  the  work  of  missions,  the  ministry,  social  service, 


LESSONS  FOR  SENIORS  167 

reform,  and  philanthropy.  Lessons  are  needed  which 
will  present  definitely  and  attractively  all  of  the 
various  major  opportunities  for  service  for  both 
men  and  women  in  the  professions,  in  the  trades, 
and  in  business,  as  well  as  opportunities  for  religious 
and  social  service  where  part  time  only  is  given. 
"The  World :  A  Field  for  Christian  Service"  in  the 
International  Graded  Series  is  a  course  which  aims 
to  do  this.  If  not  already  familiar  with  the  course, 
examine  it  carefully,  noting  the  statement  of  aim, 
its  scope,  and  the  topics  in  detail.  If  well  taught, 
this  course  cannot  fail  to  be  helpful  to  young  peo- 
ple in  revealing  to  them  abundant  opportunities  for 
service  and  in  aiding  them  to  a  wise  and  discriminat- 
ing choice  of  a  field  of  lifework. 

Thought  Questions 

1.  What  proportion  of  your  early  companions  in  Sunday 
school  are  no  longer  members?  Why  did  they  leave  the 
Sunday  school? 

2.  What  is  your  present  thought  of  what  it  means  to  be  a 
Christian?    How  does  this  differ  from  your  earlier  ideas? 

3.  Are  the  pupils  of  Senior  age  in  your  Sunday  school 
interested  in  their  lessons?    If  not,  why  not? 


CHAPTER   XVII 
THE  NURTURE  AND  TRAINING  OF  SENIORS 

"Oh,  but  I  wish  you  lived  in  our  town !"  She  was 
talking  to  a  teacher  whom  she  had  met  on  an  At- 
lantic liner.  They  had  become  well  acquainted  and 
the  girl  was  telling  about  some  of  her  difficult  experi- 
ences, some  problems  she  was  trying  hard  to  solve 
wisely,  while  her  parents  and  friends  were  plainly 
nervous  about  the  outcome.  "Isn't  this  how  you 
felt;  isn't  this  what  you  were  trying  to  do?"  asked 
the  teacher.  Then  came  the  answer  impulsively,  "Oh, 
but  I  wish  you  lived  in  our  town !"  She  felt  that 
if  this  teacher  only  lived  near  enough,  he  could 
probably  convince  her  parents  that  she  was  just  as 
anxious  to  do  right  as  they  were  to  have  her.  She 
wanted  some  one  near  who  would  not  only  under- 
stand her  but  would  also  have  confidence  in  her. 

How  much  the  life  of  a  youth  is  determined  by 
his  guide,  his  counselor!  Fortunate  the  one  whose 
father  and  mother  live  close  to  him  as  chums,  for 
1)0  one  else  can  really  take  their  place.  However, 
some  need  desperately  a  more  competent  guide  than 
their  parents,  while  everyone  will  find  himself  lean- 
ing upon  a  few  counselors  in  addition  to  his  parents. 
Wiien  we  compare  in  later  life  the  careers  of  our 
high-school  and  college  classmates,  it  will  become 
clear  that  often  the  difference  between  success  and 

1(>8 


NURTURE  AND  TRAINING  OF  SENIORS  169 

failure  has  been  more  a  difference  in  counselors  than 
in  natural  ability. 

The  Teacher  of  Seniors.  What  kind  of  a  teacher 
would  you  select  for  a  Senior  class  if  you  were  in 
charge  of  the  department?  Many  qualities  will 
occur  to  you  immediately,  and  it  is  hard  to  tell 
which  should  come  first  because  all  are  so  impor- 
tant. However,  you  can  find  at  least  the  making  of 
a  successful  teacher  if  you  pick  out  one  who  is 
sensitive,  quick  to  respond  to  all  that  is  going  on 
in  the  mind  and  habits  of  youth.  "Nothing  human 
is  foreign  to  me,"  said  the  Latin  poet.  I'recisely 
such  a  person  is  the  one  needed  as  teacher  of  a 
Senior  class.  The  world  is  a  big  world  to  his  pupils, 
full  of  thrilling  possibilities,  and  it  must  be  so  to 
him. 

A  member  of  the  Senior  class  in  high  school  once 
said  to  his  Latin  teacher,  "Professor,  what  is  there 
to  read  in  Latin  after  Virgil?  Have  we  just  about 
covered  it  all?" 

''Yes,  just  about,"  he  replied,  but  I  think  I  can 
see  now  the  twinkle  in  his  eye  which  then  escaped 
notice.  Two  attributes  of  youth  were  expressed  in 
the  question :  one  a  desire  to  get  all  there  is  out  of 
a  branch  of  knowledge  and,  second,  a  feeling  that 
there  is  not  much  left  of  the  world  to  conquer.  Youth 
needs  a  teacher  who  sees  a  big  world  to  conquer, 
who  can  feel  thrills  with  the  one  who  wants  to  go 
into  business,  to  practice  law,  to  preach,  to  write, 
to  make  a  home,  to  do  anj^thing  that  is  worthy. 

Another  test  should  also  be  applied.  The  teacher 
must  be  the  kind  of  a  person  that  the  class  members 
would  like  to  become.     If  not,  some  one  else  will 


170  LIFE  IN  THE  MAKING 

really  be  the  moral  guide  of  that  class,  for  they 
will  look  straight  over  the  head  of  the  nominal 
teacher  and  imitate  in  speech,  dress,  and  action 
their  ideal  member  of  the  community.  Knowledge 
of  youth,  attractive  personality,  confidence  in  the 
good  qualities  of  youth,  and  a  determination  to 
bring  out  and  develop  these  qualities — these  are 
absolutely  prerequisite  for  a  teacher  of  Seniors.  If 
he  has  these  qualities,  he  will  be  quick  to  feel  with 
his  pupils,  quick  to  catch  their  viewpoint,  to  under- 
stand aspirations  and  difficulties  which  the  pupil 
may  not  express,  and  able  to  give  counsel  in  a  way 
which  will  not  hurt.  He  will  also  measure  his  suc- 
cess not  by  the  amount  of  work  which  he  does  in 
their  presence,  but  by  the  amount  of  work  which  he 
secures  from  them,  the  degree  in  which  he  has  de- 
veloped them  for  life. 

Class  Groups.  Now  for  the  first  time  larger  classes 
may  be  recommended,  but  even  here  it  would  be  bet- 
ter for  the  study  groups  to  be  small,  and  composed 
of  those  who  are  particularly  interested  in  the  sub- 
ject studied.  Many  a  Senior  class  of  thirty  mem- 
bers, while  holding  its  social  life  in  common,  could 
very  profitably  divide  into  three  groups  for  the  les- 
son period.  In  some  cases  three  separate  classes 
would  be  better;  in  others,  one  class  organization 
with  two  of  the  groups  under  assistant  teachers  for 
study. 

A  separate  classroom,  well  equipped  for  study  and 
social  use,  is  desirable.  Chairs  with  an  arm  rest 
for  writing  are  the  ideal.  A  blackboard,  maps,  and 
a  reference  library  should  be  accessible.  Somewhere 
in   tlie  clnirch  building  should  be  a  platform  and 


NURTURE  AND  TRAINING  OF  SENIORS  171 

auditorium  suitable  for  entertainments  or  the 
dramatic  presentation  of  missionary  and  other 
lessons. 

Self-Government.  Did  you  ever  hear  the  complaint 
that  ''young  people  of  to-day  will  not  take  responsi- 
bility as  they  did  in  our  day"?  Is  there  any  truth 
in  the  statement?  If  so,  can  you  find  any  reason 
for  it?  How  many  organizations  in  your  church  are 
actually  managed  by  young  people  under  twenty? 
We  are  not  training  the  coming  race  to  take  respon- 
sibility. It  is  so  much  easier  for  adults  to  "do  it 
themselves"  than  to  allow  young  people  to  initiate 
their  own  plans  that  too  many  adults  at  home  and 
in  the  church  take  the  easier  way,  to  the  detriment 
of  the  young  people. 

How  do  people  usually  learn  to  take  responsibility 
in  business  or  household  duties?  How  do  young 
women  learn  to  cook?  Through  talking  and  being 
talked  to,  or  through  actually  planning  and  pre- 
paring a  meal  after  instruction  has  been  received? 
Who  are  the  men  who  come  to  positions  of  great 
responsibility?  Are  they  not,  as  a  rule,  those  whose 
parents  or  employers  after  assigning  important  tasks 
have  encouraged  them  to  think  and  act  for  them- 
selves to  meet  the  emergencies  of  their  work?  The 
same  method  must  be  adopted  in  training  youths 
to  shoulder  and  carry  successfully  responsibilities 
in  Christian  work.  Adult  guidance  is  needed,  but 
the  wise  guide  or  counselor  will  be  the  one  who  en- 
courages the  young  people  to  plan  for  themselves 
and  to  carry  out  their  own  plans  just  as  far  as 
possible. 

Organization  for  Seniors.  The  form  of  organization 


172  LIFE  IN  THE  MAKING 

in  the  Senior  Department  is  of  the  utmost  impor- 
tance because  of  the  needs  of  young  life  at  this 
period.  If  they  are  ever  to  develop  a  feeling  of  re- 
sponsibility for  the  work  of  the  kingdom  of  God, 
that  feeling  must  begin  now.  We  have  already  seen 
(page  151))  that  more  people  commit  their  lives  to 
Jesus  Christ  between  the  ages  of  fifteen  and  sixteen 
than  at  any  other  time  in  life.  We  have  also  noted 
that  the  Sunday  school  and  the  public  school  both 
show  their  greatest  losses  in  these  Senior  years. 
What  is  the  trouble?  Youth  is  eager  to  do  some- 
thing, but  insists  that  it  be  interesting.  It  does 
not  care  for  "baby"  things,  but  will  work  hard  on 
something  which  it  feels  is  important. 

To  meet  this  natural  instinct  the  Seniors  should 
be  organized  into  a  department,  electing  their  own 
president,  secretary,  chorister,  and  other  officers, 
appointing  also  Executive,  Program,  Service  (Mis- 
sionary), and  Recreation  Committees.  The  classes, 
likewise,  should  be  organized  with  a  president,  vice- 
president,  secretary-treasurer,  and  at  least  three 
committees — Membership,  Service  (Missionary),  and 
Recreation.  The  principle  underlining  both  the  class 
and  departmental  organizations  is  the  same — to  give 
the  young  people  themselves  practice  in  actually 
taking  responsibility,  practice  in  deeds  of  Christian 
service. 

"But  where  are  your  adults?"  you  ask.  They  are 
in  their  place  as  counselor  and  teachers.  The  coun- 
selor of  the  Senior,  as  of  the  Intermediate  and  the 
Young  People's  Department,  will  rank  in  the  Sun- 
day-school board  with  other  departmental  superin- 
tendents, but  his  work  is  actually  that  of  a  counselor. 


NURTURE  AND  TRAINING  OF  SENIORS  173 

He  knows  what  the  Sunday-morning  and  the  week- 
day program  will  be  because  the  Program  Committee 
has  consulted  with  him.  But  he  has  served  them  as 
guide  and  helper,  not  as  dictator. 

Under  this  plan  of  organization  the  service  of 
worship  becomes  as  much  a  period  of  training  as 
the  lesson  period.  A  Senior  will  preside;  the  young 
people  themselves  will  lead  in  prayer  or  take  any 
other  part  which  has  been  assigned.  The  teacher 
will  have  the  class  president  conduct  the  class  ses- 
sion, beginning  with  a  brief  devotional  service  after 
the  classes  have  gone  to  their  places.  Then  he  will 
take  up  his  privileged  task  as  leader  in  the  discus- 
sion of  the  lesson. 

If  the  Sunday  school  is  so  situated  that  a  special 
room  for  the  Senior  Department  is  impossible,  it 
will  be  necessary  for  the  Seniors  to  meet  with  other 
departments  for  a  very  brief  song  service.  But  im- 
mediately after  singing,  if  curtains  have  been  in- 
stalled, the  curtains  can  be  drawn,  and  every  other 
feature  of  the  Senior  program  can  be  carried  out. 

Tests  of  a  Christian  Life.  Christian  education  must 
be  tested  by  its  fruits  in  conduct.  What  are  some 
of  the  things  which  a  Senior  ought  to  do?  In  the 
first  place,  he  should  have  the  habit  of  daily  prayer 
and  Bible  study.  Most  young  people  who  are  Chris- 
tians at  all  have  habits  of  prayer,  but  not  so  many 
read  their  Bibles  daily.  The  trouble  is  often  the 
lack  of  a  definite  plan.  Reading  the  Bible  at  ran- 
dom is  not  satisfactory.  It  may  be  better  than  not 
reading  at  all,  but  frequently  may  end  in  disappoint- 
ment. If  one  knows  something  about  what  he  will 
find  in  every  book  of  the  Bible,  he  may  select  his 


174  LIFE  IN  THE  MAKING 

readings  daily  with  profit;  otherwise,  he  may  find 
a  long  list  of  names  or  a  bitter  denunciation  of 
Israel's  enemies  when  he  is  seeking  inspiration  and 
counsel.  The  daily  readings  suggested  for  each 
Senior  course  are  provided  to  meet  these  needs. 

Practice  in  public  prayer  is  another  item.  Some 
say  that  if  the  heart  is  right,  people  will  pray  well 
naturally.  It  is  no  more  true  than  to  say  that  if 
one  loves  his  friend,  he  will  be  able  to  speak  his  love 
fittingly.  Our  intimate  private  prayers  may  come 
naturally,  but  public  prayer  is  an  attempt  to  voice 
not  only  our  own  needs,  but  some  one  else's  as  well, 
and  is  difficult  enough  to  require  practice.  Such 
practice  can  best  be  obtained  where  just  a  few  of  the 
same  age  are  together  with  the  teacher.  When  young 
people  have  learned  to  pray  in  the  class,  then  it  will 
not  be  so  hard  for  them  to  pray  in  the  Senior  Depart- 
ment session,  and  finally  with  old  and  young  to- 
gether at  the  prayer  meeting. 

Leading  a  devotional  meeting,  as  well  as  discuss- 
ing various  experiences  and  problems  which  con- 
front a  Christian,  are  also  privileges  which  will  be 
enjoyed  by  anyone  who  has  acquired  skill  througli 
practice. 

Another  very  important  item  is  loyalty  to  the 
general  services  of  public  worship,  especially  the 
preaching  service.  This  is  the  time-honored  central 
service  of  the  church.  It  is  not  primarily  a  train- 
ing service,  though  it  has  much  training  value;  but 
it  is  an  opportunity  for  old  and  young  to  sing  to- 
gether, to  unite  in  the  responses,  to  pray  and  listen 
together,  so  that  each  may  feel  during  the  week  the 
heart-throb  of  his  brother  Christian,  and  a  personal 


NURTURE  AND  TRAINING  OF  SENIORS  175 

companionship  with  Jesus  Christ  in  the  performance 
of  his  duties.  This  service  needs  the  buoyancy  which 
youth  can  contribute  to  it.  The  elders  have  long 
been  loyal.  Our  Seniors  should  learn  to  contribute 
to  this  service  in  song  and  responsive  reading,  to 
follow  every  word  in  the  sermon  or  prayer,  to  find 
in  it  the  expression  of  their  longing  and  the  satis- 
faction of  their  need. 

Recreations  of  Youth.  Youth  is  fond  of  a  good 
time.  In  days  past  this  has  been  called  a  fault, 
and  the  follies  of  youth  have  been  popularly  as- 
cribed to  it.  All  are  fond  of  a  good  time,  however 
much  their  tastes  may  dififer.  Jesus  himself  graced 
many  a  dinner  and  social  hour  by  his  presence.  But 
youth's  good  times  are  usually  selected  with  more 
or  less  serious  purpose.  Some  may  say,  "I  only 
want  to  be  happy,"  and  consider  happiness  as  one 
succession  of  unusual  thrills,  but  none  are  so  happy 
as  those  whose  good  times  have  been  of  benefit  to 
somebody  else  as  well  as  adding  to  their  own  per- 
sonal enjoyment.  Ample  provision  should  be  made 
by  the  proper  committees  for  athletic  sports,  dra- 
matic performances,  parties,  and  other  recreational 
features.  Kodak  clubs,  sewing  circles,  and  the  like 
may  be  organized  to  combine  business  with  pleas- 
ure. 

People  with  ability  to  provide  a  good  time  for 
others  are  to  be  envied.  God  needs  a  multitude  of 
them  in  the  service  of  the  church.  How  many  lone- 
some ones  there  are  who  have  just  moved  into  a  city, 
or  just  come  to  high  school,  who  need  good  cheer  and 
companionship!  The  Seniors,  through  their  class 
and  departmental  organizations,  can  provide  for  this 


176  LIFE  IN  THE  MAKING 

splendidly.    The  Membership  and  Recreational  Com- 
mittees will  have  a  large  part  in  this  work. 

Service  Activities.  The  Service  Committee  of  the 
Senior  Class  or  Department  also  has  a  large  respon- 
sibility. The  opportunities  for  young  people  fifteen 
to  seventeen  years  of  age  are  innumerable,  and  youth 
delights  to  give  itself  to  some  great  cause.  Many 
a  sixteen-year-old  is  the  mainstay  of  a  tired  mother, 
and  what  would  the  social  functions  of  a  church  be 
like  if  these  young  people  were  not  willing  helpers? 
If  a  missionary  drama  or  some  other  entertain- 
ment is  to  be  given,  here  is  usually  the  most  willing 
talent.  When  the  box  of  clothing  for  the  frontier 
is  packed  or  when  Thanksgiving  dinners  are  to  be 
taken  to  the  poor,  the  Seniors  are  among  the  first 
to  volunteer  their  services.  They  should  be  given 
ample  opportunity  to  express  this  passion  for  service, 
because  in  a  very  few  years  these  are  the  ones  upon 
whom  the  church  must  depend. 

Thought  Questions 

1.  Why  does  the  church  lose  so  many  young  people  in  this 
period?    What  remedies  can  you  suggest? 

2.  What  does  "being  a  Christian"  mean  to  most  of  the 
young  people  of  this  age  whom  you  know? 

3.  Suggest  a  good  program  for  one  Sunday  in  an  ideal 
Senior  department. 


CHAPTER    XVIII 
LATER    YOUTH 

We  have  now  to  consider  tbe  period  from  the 
eighteenth  to  the  twenty-fourth  year.  It  doth  not 
appear  at  our  birth  what  we  shall  be.  A  part  only 
of  our  total  characteristics  are  then  in  evidence. 
Of  the  instincts  born  with  us  some  wane,  others  in- 
crease, while  new  ones  bud.  Their  exits  and  en- 
trances at  different  periods  in  our  lives  make  a  dif- 
ference in  our  thinking,  speaking,  and  acting.  We 
are  not  in  adult  life  recognized  either  in  body  or 
mind  by  those  who  have  known  us  only  in  childhood. 
In  our  maturity  we  do  not  recognize  either  our  own 
photograph  or  our  school  compositions — a  mental 
mintage  of  our  early  days — as  having  anything  in 
common  with  us,  so  great  has  been  the  change. 

These  changes  appear  not  whimsicallj',  but  in 
serial  order,  according  to  age.  The  right  position  for 
a  young  head  is  upon  young  shoulders ;  an  old  head 
on  old  shoulders.  To  reverse  these  subverts  nature 
and  makes  one  a  precocious  and  the  other  a  senile 
fool. 

What  is  best  for  each  age  is  determined  in  large 
measure  by  the  laws  of  nature.  What  these  are  is 
for  teachers  and  guardians  to  discover  and  to  con- 
serve, to  add  to  and  to  modify,  so  that  they  will 
culminate  in  the  perfect  man  in  Christ  Jesus. 

Maturing  of  Mind  and  Body.  From  the  eighteenth 
177 


178  LIFE  IN  THE  MAKING 

to  the  twenty-fourth  year  the  physical  part  of  our 
nature  is  maturing.  The  physical  is  the  soil  from 
which  the  emotions  spring.  Indigestion,  as  all  its 
victims  know,  begets  blues;  good  digestion  brings 
the  glow  of  happiness.  Both  clearly  show,  in  op- 
posite directions,  the  effect  of  the  body  upon  the 
mind,  the  material  upon  the  spiritual.  The  further 
development  of  the  heart  and  other  organs  at  this 
time  enlarges  our  emotional  capacity  and  experi- 
ence. Both  sight  and  hearing  are  more  acute.  Per- 
ception is  keener,  fuller,  truer.  Beliefs  come  quickly 
and  hold  tenaciously.  Judgment  asserts  itself  with 
a  firmness  that  invites  no  alteration.  Its  cocksure- 
ness,  alas  I  is  due  to  the  sparseness  of  knowledge.  A 
little  knowledge  brings  conclusions  with  a  speed  and 
complaisance  that  is  impossible  where  there  is  much 
knowledge.  With  the  knowledge  in  hand  the  rea- 
soning may  be  valid.  Contend  not  with  his  reasoning 
process,  but  add  to  his  store  of  knowledge,  and  this 
will  broaden  and  lead  him  to  wiser  conclusions. 

Prior  to  this  period,  instincts  abound;  now  in- 
tellect much  more  abounds.  Ideas  become  potent  in 
business,  in  moral  and  religious  attitudes  and  ac- 
tion. Whether  in  or  out  of  college,  this  is  the  period 
for  the  mind  to  lay  hold  upon  concepts  and  to  ac- 
quire life's  great  principles. 

The  Doubts  of  Youth.  Commonly,  the  doubts  of 
youth  have  been  considered  a  sin.  Instead,  they  are 
inevitable  and  useful.  Imperfect  instruction  and 
training  incident  to  an  imperfect  world  can  no  more 
produce  the  perfect  than  thistles  can  produce  figs; 
nor  can  faulty  heredity  produce  the  faultless.  There- 
fore, doubts  must  needs  arise  to  correct  the  defects 


LATER  YOUTH  179 

of  nature  and  nurture.  The  apostolic  injunction, 
"Prove  all  things;  hold  fast  that  which  is  good," 
is  a  command  to  doubt. 

What  we  see,  hear,  and  handle  is  doubted  but 
slightly.  Indeed,  it  is  not  doubted  at  all  unless  be- 
guiled by  some  sleight-of-hand  juggler.  What  our 
senses  perceive  is  very  real  to  us.  Hence  Philip's 
convincing  reply  to  NathanaeFs  inquiry,  "Can  any 
good  thing  come  out  of  Nazareth?" — "Come  and 
see."  Even  what  we  see  and  hear  would  be  all  the 
more  sure  by  passing  the  sentry  of  doubt. 

God,  the  immortality  of  the  soul,  the  resurrection 
of  Christ  from  the  dead — the  unseen,  unheard,  in- 
tangible, are  doubted  most. 

Born  helpless,  we  must  and  willingly  do  trust 
those  about  us.  Especially  do  we  trust  those 
whose  praise  the  praiseworthy  constantly  sound- 
eth.  Never  would  their  integrity  be  questioned 
did  not  rumor  or  their  apostasy  provoke  it.  No  one 
escapes  the  aspersion  of  at  least  one  whisper  whose 
serpentlike  suggestion  sweeps  our  idols  into  the 
limbo  of  suspicion  and  sends  tottering  belief  in  God 
and  the  immortality  of  the  soul.  All  adolescents 
have  periods  of  doubting  the  integrity  of  the  best 
men  they  know. 

Doubt  does  its  work  and  vanishes.  It  is  the 
nature  of  the  mind  to  believe.  It  doubts  in  order 
to  believe.  Doubting  is  not  so  much  an  endeavor 
to  disbelieve,  though  this  it  does,  as  it  is  to  believe. 
It  strives  to  believe  all  the  truth  it  can  compass. 
It  will  not  long  tolerate  staying  in  doubt,  it  will  tip 
the  beam  either  pro  or  con  rather  than  suffer  sus- 
pense. 


180  LIFE  IN  THE  MAKING 

If  rightly  trained  by  a  parent  or  pastor,  the  youth 
will  not  emerge  from  adolescence  a  doubter  concern- 
ing the  essential  goodness  of  man  or  the  funda- 
mentals of  our  Christian  faith. 

All  worth-while  achievements  have  come  from  men 
who  were  plus  convictions  and  minus  doubts.  Paul, 
Luther,  Wesley,  Washington,  Lincoln  believed,  noth- 
ing doubting. 

Unselfishness.  If  we  were  born  altruists,  our  gifts 
to  others  during  the  early  part  of  life  would  avail 
little.  Childhood's  feeble  strength,  slender  knowl- 
edge, errant  wisdom,  burden  instead  of  bless.  Hap- 
pily we  are  born  egoists  with  the  bent  to  gain  all  we 
can.  We  amass  possessions.  Later  we  change  into 
altruists  with  something  to  give,  to  bless,  and  not 
mar. 

Which  of  you  by  taking  thought  can  add  one  cubit 
to  the  stature  of  his  body?  The  strict  uniformity 
of  its  growth  gives  us  a  cue  as  to  the  development 
of  the  spiritual  part  of  our  nature  which  is  to 
develop  side  by  side  with  it. 

Reflex  action,  like  winking,  is  controlled  by  the 
spinal  column.  We  wink  without  thinking.  Walk- 
ing is  controlled  by  a  ganglion  of  nerves  at  the  base 
of  the  brain.  We  walk  without  thinking.  This 
same  center  cares  for  respiration,  digestion,  and 
circulation.  All  these  processes  proceed  without  our 
taking  thought  of  them.  To  finger  our  pulse,  to 
examine  our  tongue,  to  take  our  temperature  peri- 
odically, is  to  court  hypochondria.  The  body  will 
withstand  a  variation  in  the  temperature  of  the 
atnios|)here  of  one  hundred  and  fifty  degrees,  but 
it  rebels  against  being  watched.     Conscious  think- 


LATER  YOUTH  181 

ing  is  localized  in  the  cerebrum  of  the  brain.  As 
the  bodily  functions  are  cared  for  by  the  other 
parts  of  the  central  nervous  system,  by  a  process 
of  elimination  we  arrive  at  the  conclusion  that  the 
cerebrum  gives  its  consideration  to  that  which  is 
outside  of  the  body.  You  cannot  change  the  struc- 
ture of  the  central  nervous  system — it  is  hidden 
within  the  body.  We  must  conform  to  it.  To  con- 
form to  it  is  to  give  our  thought  to  that  which  is 
without. 

This  part  of  our  brain  comes  to  its  maturity  dur- 
ing later  adolescence.  True  to  ourselves  at  this 
period,  we  give  our  thought  to  that  which  is  with- 
out. That  which  is  of  most  worth  without  us  is 
our  fellow  man.  Our  thinking,  feeling,  acting,  should 
be  in  his  behalf.  There  is  no  change  in  our  nervous 
system  until  senility  sets  in;  therefore,  from  our 
eighteenth  year  to  old  age  our  thought,  as  dictated 
by  the  structure  of  our  body,  should  go  out  in  un- 
selfish loyalty  to  the  good  of  our  fellow  men  and 
the  world's  weal.  This  may  call  for  our  all,  even 
life  itself.  Thus,  from  our  eighteenth  year  on  we 
live  lives  of  potential  martydom.  "He  that  findeth 
his  life  shall  lose  it :  and  he  that  loseth  his  life 
for  my  sake  shall  find  it." 

The  adolescent  who  does  not  adopt  our  Lord's 
program,  to  think,  feel,  and  act  for  others,  arrests 
his  progress  and  begins  an  existence  in  the  spiritual 
world  parallel  to  the  moron  in  the  intellectual, 
namely,  a  high-grade  spiritual  fool.  The  adolescent 
is  responsible  for  his  state,  while  the  moron  is  not. 

The  Association  of  Young  Men  and  Young  Women. 
Boys  and  girls  are  first  indifferent  to  each  other, 


182  LIFE  IN  THE  MAKING 

afterward  antagonistic ;  in  later  adolescence  they  are 
romantically  engrossed  in  each  other.  Sex  attrac- 
tion carries  each  over  into  the  life  of  the  other,  there 
to  serve  and  sacrifice.  While  such  service  and  sacri- 
fice are  seen  in  the  whole  animal  world,  their  highest 
manifestation  is  in  the  human  family,  for  in  man 
they  are  reenforced  by  the  social  instincts  and  by 
a  higher  intelligence.  Such  service  and  sacrifice  are 
first  between  husband  and  wife,  next  to  their  chil- 
dren; from  this  they  spread  to  other  children  and 
have  their  consummation  in  embracing  all  mankind. 
All  economic  and  political  questions  are  second- 
ary to  marriage  and  population.  Upon  suitable 
mating  in  marriage  hinges  its  stability.  There  is 
no  miracle  in  a  husband  and  wife  living  harmoni- 
ously. The  same  laws  prevail  in  all  harmonious  liv- 
ing together.  Only,  in  married  life  they  must  in- 
clude all  the  laws  of  association  and  be  genuine. 
Each  must  covet  earnestly  and  possess  those  good 
qualities  which  the  other  feels  desirable. 

"Whoever  excels  in  what  we  prize 
Appears  a  hero  in  our  eyes." 

The  more  of  these  qualities,  the  happier  and  more 
durable  the  married  life.  The  color  of  the  eye,  the 
shade  of  the  hair,  the  complexion  of  the  skin,  along 
with  qualities  of  mind  and  heart,  make  the  attrac- 
tion of  the  two  sexes  for  each  other  well-nigh 
irresistible.  Interviews  by  exchanging  photographs, 
as  is  the  custom  to  some  extent  in  Japan,  will  not 
suflSce.  There  must  be  the  actual  association  of 
young  men  and  young  women.     The  church,  home, 


LATER  YOUTH  183 

and  society  should  elevate  the  tone  and  level  of  this 
association. 

Ideals.  Adolescents  observe,  read  biography,  have 
a  lively  imagination.  Great  now  is  the  activity  in 
building  ideals.  These  ideals  the  expanded  and  ex- 
panding intellect  raises  into  the  superlative.  The 
glory  of  the  young  man  is  his  strength.  His  abound- 
ing energy  goes  out  in  the  realization  of  these  ex- 
alted ideals.  Events  that  thrill  are  to  his  liking. 
He  craves  the  heights  of  the  Alps  and  the  depths 
of  the  canon.  It  is  the  time  when  Jesus  Christ,  who 
is  the  brightness  of  God's  glory,  makes  his  strong 
appeal. 

It  is  the  province  of  the  teacher  and  preacher  to 
present  the  ideal.  The  public  school  is  debarred, 
the  home  may,  the  church  must. 

Imitation  extends  throughout  life.  Previous  to 
adolescence  it  is  in  the  letter,  in  the  form.  In  later 
adolescence  the  mind  goes  beyond  the  senses.  "While 
I  walk  with  unsteady  steps  in  my  chamber,"  says 
Helen  Keller,  "my  spirit  sweeps  skyward  on  eagle 
wings  and  looks  out  with  unquenchable  vision  upon 
a  world  of  eternal  beauty."  The  inner  eye  discerns 
the  spirit  of  things,  of  which  the  tangible  and  seen 
are  only  the  symbols.  This  vision  comes  to  us  in 
later  adolescence.  It  is  the  time  when  we  are  first 
able  to  really  discern,  appreciate,  and  lay  hold  upon 
great  principles. 

The  form  is  ephemeral,  the  spirit  is  eternal.  This 
eternal  part  is  imitated  by  the  adolescent.  He  is 
qualified  as  never  before  to  penetrate  the  deeds  and 
words  of  Christ  and  divine  his  mind  and  spirit,  and 
with   his    superabounding   energy    to   imitate   that 


184  LIFE  IN  THE  MAKING 

spirit;  that  is,  partake  of  it,  project  and  impress 
that  spirit  in  the  life  and  institutions  of  his  day  and 
generation. 

A  Life  Vocation.  One's  lifework  should  be  in  ac- 
cord with  his  interests.  To  do  less  than  our  best  is 
a  sin.  We  do  our  best  only  when  our  interests  are 
enlisted.  These  interests  come  to  their  fruition  in 
later  adolescence.  Life's  brief  span  forbids  a  delay 
beyond  this  period  in  choosing  a  lifework. 

Artistic,  administrative,  and  creative  interests 
disclose  corresponding  talents.  Methinks  God  calls 
"some  evangelists;  and  some,  pastors  and  teachers"; 
and  others,  doctors  and  homemakers,  because  of 
their  native  talents. 

A  very  sad  application  of  "It  might  have  been" 
is  the  failure  to  choose  a  lifework  for  which  one  is 
talented.  Experts  are  needed  to  reveal  to  one  his 
native  gifts,  make  known  those  required  by  each 
calling.  The  wedding  of  these  two  in  a  person 
spells  joy,  and  not  drudgery,  through  eight  hours  of 
each  working  day  of  his  life.  The  day  is  coming 
when  scientific  vocational  guidance  will  be  available. 

A  young  person  in  his  right  calling  throws  to  the 
wind  precedent  and  the  strictures  of  conservatism 
and  forges  ahead  with  the  cry  of  Archimedes:  "Give 
me  where  to  stand  and  I  will  shake  the  world." 
Great  military,  naval,  and  business  conquests  have 
been  accomplished  by  young  men  because  they  have 
the  daring. 

It  is  the  age  when  new  and  strong  powers  come 
forth  in  exuberance.  But  they  are  not  connected 
for  team  work.  The  intoxication  of  delight  from 
the  exercise  of  one  of  these  new  powers  may  lead 


LATER  YOUTH  185 

it  to  gallop  away  with  the  man.  This  centrifugal 
force  calls  for  a  centripetal  force,  which  is  self-con- 
trol. 

Habit  and  Character.  Our  growing  powers  are  in 
a  state  of  fluidity.  They  tend  at  this  period  to 
crystallization.  Acts  repeated  make  habit.  I*er- 
haps  with  very  early  man  breathing  was  accom- 
plished only  by  thinking  of  it.  But  this  long  ago 
merged  into  instinct  and  as  such  has  been  trans- 
mitted. The  mind  is  released  from  it  for  other 
conquests.  Habit  rests  upon  instincts  and  upon  new 
habits.  A  body  of  right  habits  can  be  formed  toward 
God  and  man.  The  sum  of  such  habits  makes  the 
good  character. 

There  is  a  plasticity  and  resilience  at  this  period 
of  life  whereby  good  habits  may  supplant  old  and 
bad  habits.  But  no  later  than  this  should  be  post- 
poned the  dethronement  of  bad  and  the  enthrone- 
ment of  good  habits.  To  this  end  never  see  nor  hear 
what  would  so  much  as  suggest  the  old  habit,  for 
its  execution  would  tend  to  follow.  If  the  idea  is 
not  suggested,  the  bad  habits  cannot  follow.  Make 
positive  suggestions  only.  Place  before  the  eye 
sights  that  will  arouse  good  ideas  only.  In  their 
wake  come  good  actions  and  habits  and  character. 
All  energy  proceeds  out  in  these  new  openings.  The 
paths  of  the  old  habits,  through  disuse,  are  choked, 
clogged,  and  abandoned. 

After  a  while  the  symbol  of  the  habit — it  may  be 
a  word,  or  a  maxim,  or  a  resolve — will  be  sufficient 
to  awaken  the  idea ;  then  the  action  follows. 

Habits  repeated  become  unconscious.  This  is  the 
sign  that  they  have  entered  into  and  become  a  part 


186  LIFE  IN  THE  MAKING 

of  our  very  life.  They  then  determine  our  eternal 
destiny.  "Then  shall  the  righteous  answer  him, 
saying,  Lord,  when  saw  we  thee  an  hungered,  and 
fed  thee?  or  thirsty,  and  gave  thee  drink?"  These, 
unconscious  of  their  good  deeds,  their  good  habits 
— the  righteous — "shall  go  into  eternal  life." 

Thought  Questions 

1.  Considering  the  parts  of  this  chapter  that  describe  the 
mental  life  of  the  Senior,  in  what  ways  is  it  true  to  your 
own  experience?    To  what  would  you  take  exception? 

2.  How  would  you  attempt  to  help  a  friend  who  came  to 
you  for  counsel  concerning  his  doubts? 

3.  State  some  principles  that  should  enter  into  the  mak- 
ing of  a  decision  concerning  a  life  vocation. 


CHAPTER    XIX 
LESSON  MATERIALS  FOR  YOUNG  PEOPLE 

The  writers  of  this  course  have  prepared  it  with 
young  people  chiefly  in  mind.  They  have  assumed 
that  it  would  be  studied  principally  by  young  people 
about  eighteen  years  of  age.  The  question  of  this 
chapter  therefore  becomes:  What  kinds  of  lessons 
do  you  who  are  studying  this  course  need?  What 
studies  will  be  of  most  service  during  these  years 
which  you  are  now  passing  through  ?  Have  you  ever 
made  an  attempt  to  answer  these  questions  for 
yourself?  If  you  have  not  done  so,  will  you  not 
turn  aside  from  this  lesson  before  reading  further 
and  take  an  hour  to  write  out  your  idea  of  the 
courses  of  study  which  would  be  of  most  value  to 
you? 

It  is  to  be  recognized  that  external  circumstances 
have  already  divided  young  people  of  eighteen  to 
twenty-four  into  more  or  less  distinct  groups.  For 
example,  there  are  the  college  group,  consisting  of 
those  who  are  pursuing  a  college  course;  the  com- 
mercial group,  those  who  are  earning  their  liveli- 
hood in  business  pursuits  of  one  kind  or  another; 
and  the  industrial  group,  those  who  are  employed 
in  factories  or  other  form  of  manual  labor.  The 
members  of  the  latter  group,  for  the  most  part,  are 
young  people  whose  school  training  was  limited  to 
the  elementary  grades  of  the  public  school.    Of  the 

187 


188  LIFE  IN  THE  MAKING 

commercial  group  many  have  had  a  high-school 
course.  The  college  group  are  recipients  of  the  bene- 
fits of  the  higher  education.  Groupings  depending 
upon  other  than  an  educational  basis  might  be 
named.  These  considerations  make  it  immediately 
evident  that  a  wider  diversity  of  need  exists  among 
young  people  than  among  pupils  in  any  earlier  period 
of  life. 

Principles  Determining  the  Curriculum.  What  gen- 
eral principles  is  it  important  to  recognize  in  con- 
sidering the  question  of  lesson  courses  for  young 
people? 

The  requirement  for  a  wide  variety  of  courses 
should  be  recognized.  Diversity  of  need  can  be  pro- 
vided for  only  by  variety  of  courses.  It  is  not  to 
be  expected  that,  as  a  rule,  young  people  whose 
educational  career  was  cut  short  at  the  completion 
of  the  eighth  grade  or  earlier  will  find  it  possible 
and  profitable  to  engage  in  the  study  of  the  courses 
demanded  by  the  interests  and  needs  of  college  stu- 
dents. It  is  possible  that  some  courses  might  be 
taken  in  common  by  the  two  groups,  but  at  least 
some  distinct  courses  should  be  offered.  It  is  not 
necessary,  in  order  to  have  wide  variety,  that  there 
shall  be  a  large  number  of  courses.  The  limitations 
of  most  Sunday  schools  make  it  impossible  to  offer 
any  considerable  number  of  courses,  but  it  should 
be  possible  to  provide  a  suflScient  variety  to  meet  the 
needs  of  groups  of  young  people  whose  interests  and 
capacities  are  very  widely  different. 

The  desire  of  young  people  to  choose  their  courses 
of  study  should  receive  recognition.  It  is  not  to  be 
thought  strange  that  young  people  do  not  care  to 


LESSON  MATERIALS  FOR  YOUNG      189 

have  others  entirely  decide  what  lesson  courses  they 
shall  study.  They  are  making  their  own  decisions 
in  many  other  matters,  and  it  is  only  fair  to  them 
that  their  capacity  for  choice  should  be  recognized. 
Wise  counsel  is  necessary,  and  in  the  last  analysis 
decision  may  often  rest  with  the  teacher  or  with 
the  director  of  instruction,  but  the  response  of  the 
class  will  be  very  much  better  if  they  are  freely  con- 
sulted and  are  made  to  feel  that  they  have  a  part 
in  the  decision. 

Courses  are  needed  which  will  aid  young  people  in 
forming  their  working  faith.  These  are  years  of 
questioning,  and  youth's  questioning  will  be  an- 
swered. If  the  church  does  not  give  the  sympathy 
and  aid  required,  young  people  will  turn  elsewhere 
for  the  answer  to  their  doubts  and  inquiries.  The 
readjustment  of  childhood's  faith  is  inevitable. 
Sympathetic  cooperation  is  due  the  mind  of  youth 
in  the  attempt  to  answer  such  questions  as  :  "What 
do  I  really  believe?"  "Have  I  sufficient  grounds  for 
holding  to  the  beliefs  which  I  have  cherished?" 
"How  can  I  satisfy  the  questionings  which  continu- 
ally come  to  my  mind?"  As  a  part  of  preparation 
for  life  young  people  must  be  prepared  to  give  a 
reason  for  the  faith  that  is  in  them. 

Courses  are  needed  which  will  strengthen  and  re- 
enforce  the  ideals  of  youth.  The  glowing  idealism 
of  youth  is  one  of  its  glories.  It  is  the  fine  stuff  out 
of  which  the  high  achievements  of  later  years  are 
wrought.  Shocks  and  rude  awakenings  are  certain 
as  youth  comes  into  contact  with  the  world's  life. 
If  these  are  not  to  have  serious  consequences  upon 
aspiration,  and  hope,  and  high  ideals,  the  mind  must 


190  LIFE  IN  THE  MAKING 

be  prepared  in  these  years  to  hold,  whatever  comes, 
that  youth's  vision  is  something  more  than  a  pass- 
ing dream,  and  that 

"Tasks  in  hours  of  insight  -willed 
May  be  in  hours  of  gloom  fulfilled." 


Courses  are  required  which  will  give  young  people 
a  thorough  acquaintance  uith  the  Bible  as  the 
supreme  religious  heritage  of  the  race  in  the  form 
of  literature.  The  graded  courses  will  have  gone 
far  toward  giving  that  acquaintanceship  if  they  have 
been  faithfully  followed  and  diligently  studied. 
Those  studied  previous  to  the  eighteenth  year  are^ 
not  sufficient  to  give  a  fully  rounded  out  knowledge 
of  the  Bible,  and  they  should  be  supplemented  by 
future  study. 

Courses  are  needed  which  will  train  young  people 
for  efficient  service  as  teachers  and  leaders.  This 
is  the  period  in  which  most  of  the  enlistments  in 
active  service  in  the  work  of  the  church,  the  church 
school,  and  in  social  service  tasks  are  made.  But 
an  untrained  force  is  of  little  use  in  an  age  which 
magnifies  efficiency.  No  longer  should  the  church  at- 
tempt to  carry  forward  its  campaigns  with  raw  re- 
cruits. It  must  train  those  whom  it  enlists  in  its 
service,  and  this  is  the  period  in  which  the  training 
must  be  done.  The  Sunday  school  which  fails  to 
take  account  of  this  need  and  to  provide  favorable 
conditions  and  suitable  courses  of  training  is  los- 
ing one  of  its  greatest  opportunities. 

In  the  light  of  these  principles,  what  subjects  may 
be  named  on  which  courses  should  be  offered? 


LESSON  MATERIALS  FOR  YOUNG      191 

The  Life  and  Teaching  of  Jesus.  No  other  one  sub- 
ject comes  so  near  meeting  all  the  requirements  laid 
down  by  the  needs  of  young  people  as  does  the  life 
and  teaching  of  Jesus.  Do  we  have  in  mind  their 
need  for  a  working  faith?  What  other  source  can 
be  compared  to  the  teaching  of  Jesus?  As  Chris- 
tians, the  faith  we  desire  them  to  cherish  and  live 
by  is  that  given  to  the  world  in  the  life  and  teaching 
of  the  Master.  Are  we  seeking  a  course  to  reen- 
force  the  ideals  of  youth  ?  No  other  study  is  so  well 
fitted  to  satisfy,  strengthen,  and  give  permanence 
to  the  idealism  of  youth  as  that  of  Jesus's  life  and 
teaching.  Do  we  have  before  us  the  need  for  courses 
of  study  to  fit  young  people  for  eflScient  service  as 
teachers  and  leaders?  The  twelve  were  the  first 
training  class  in  Christian  history,  Jesus  was  the 
teacher,  and  the  Gospels  are  the  records  of  his  teach- 
ing and  that  of  the  apostles  who  after  him  took  up 
the  work  of  training.  Thus,  various  needs  of  young 
people  are  met  in  a  remarkable  way  by  a  study  of 
the  life  and  teaching  of  the  Master  Teacher, 

Old  Testament  Survey.  It  is  now  possible  for  the 
first  time  to  present  a  survey  of  the  Old  Testament. 
Earlier  study  of  the  Old  Testament  has  centered  in 
the  lives  of  heroes.  For  simple,  elementary  study 
of  the  Old  Testament  we  know  of  no  better  method. 
For  those  whose  school  training  has  been  limited 
it  would  be  well  in  this  period  to  offer  a  course 
in  the  history  of  the  Old  Testament  built  around 
the  lives  of  the  great  characters  of  each  succes- 
sive epoch.  A  degree  of  human  interest  attaches 
to  a  course  of  this  kind  which  cannot  be  found  in 
any  other  form  of  Old  Testament  study.   For  those 


192  LIFE  IN  THE  MAKING 

able  to  engage  in  a  more  advanced  study,  the  course 
offered  may  profitably  be  made  more  strictly  his- 
torical. The  rise,  development,  and  decline  of  the 
nation  may  be  traced.  The  growth  of  the  Jewish 
religion  may  be  studied  in  its  beginnings,  its  grad- 
ual development  in  the  work  of  the  priests,  prophets, 
and  sages,  and  in  its  sacred  institutions,  and  its 
later  form  in  Judaism.  Following  a  study  of  the 
history,  the  leading  books  of  the  Old  Testament  may 
be  studied  for  their  messages,  more  especially  several 
of  the  prophets,  as  Amos,  Hosea,  Isaiah,  and  Jere- 
miah. It  will  be  recognized  that  this  general  sub- 
ject affords  material  for  a  number  of  courses,  per- 
haps one  or  two  of  which  may  be  a  year  in  length 
and  others  short  courses  representing  variety  in  both 
form  and  method.  A  reasonably  thorough  study 
of  the  Old  Testament  at  this  time  is  necessary  as  a 
background  for  the  proper  appreciation  and  under- 
standing of  the  teaching  of  Jesus  and  the  apostles. 
The  Life  and  Epistles  of  Paul.  The  life  of  the  great 
apostle  to  the  Gentiles  is  inspiring  to  young  people. 
It  presents  the  example  of  a  man  wholly  devoted 
to  the  cause  of  Christ,  one  whose  prodigious  activ- 
ities in  the  face  of  almost  unparalleled  obstacles 
feeds  the  flame  of  their  own  enthusiasm  and  devo- 
tion. A  brief  outline  study  of  his  writings  may  be 
combined  with  that  of  his  life  and  labors.  Later 
some  of  his  more  important  epistles  may  be  taken 
up  for  more  detailed  study.  Romans,  the  most 
philosophical  of  the  epistles,  may  be  profitably 
studied  by  a  group  of  advanced  students.  Galatians 
sets  forth  in  strong  statements  some  of  the  funda- 
mentals principles  of  Protestantism.    Ephesians  and 


LESSON  MATERIALS  FOR  YOUNG      193 

Philippians  are  especially  suited  to  the  nurture  of 
the  devotional  life. 

Church  History.  How  is  it  possible  for  one  to  be 
highly  efficient  in  the  service  of  the  church  as  an 
institution  without  some  knowledge  of  the  founding 
and  progress  of  the  church  through  the  centuries? 
In  this  again  we  have  a  subject  which  can  be  studied 
best  in  one  or  two  general  courses  and  a  number  of 
brief,  intensive  studies  in  the  history  of  important 
epochs.  Among  these  should  certainly  be  named  the 
period  of  the  early  church,  the  Reformation,  the  rise 
and  growth  of  Methodism,  and  the  modern  mission- 
ary movement. 

Training  Courses.  Have  you  studied  the  general 
plan  of  training  for  prospective  teachers  and  leaders 
of  which  this  course  is  the  first  unit?  What  are 
the  units  which  follow  this?  It  is  hoped  that  this 
comprehensive  plan  which  affords  opportunity  for 
both  general  and  specialized  study  will  commend  it- 
self so  strongly  to  your  judgment  that  you  will 
early  determine  to  follow  the  plan  through  to  its 
completion. 

Thought  Questions 

1.  What  courses  of  study  that  you  have  taken  in  Sunday 
school  or  in  college  have  been  of  the  most  help  to  your 
religious  life? 

2.  After  studying  this  chapter,  write  out  a  list  of  courses 
which  you  would  like  to  take.  Compare  this  with  the  state- 
ment made  before  studying  the  chapter. 

3.  What  can  you  do  to  strengthen  the  curriculum  of  your 
school? 


CHAPTER   XX 
THE  TRAINING  OF  YOUNG  PEOPLE 

"Will,"  said  a  pastor  to  a  fine  young  man,  a 
member  of  his  church,  "how  would  you  like  to  be- 
come a  steward  ?" 

"Steward?"  said  Will.    "What  boat?" 

Will  should  have  known  better.  To  be  sure,  his 
home  was  not  more  than  half  a  mile  from  the  waters 
of  New  York  harbor,  but  he  ought  to  have  known 
that  the  pastor  was  offering  him  a  place  on  the 
official  board  of  his  church.  It  is  doubtful  if  he  knew 
what  Methodist  stewards  were,  yet  his  ignorance 
did  not  keep  him  off  the  board.  Nor  would  Will 
have  been  greatly  embarrassed  by  his  ignorance  of 
church  machinery  in  the  presence  of  a  majority  of 
his  colleagues.  Neither  he  nor  they  were  very  con- 
versant with  the  details  of  church  business. 

The  Lack  of  Training.  Will's  name  is  legion,  and 
his  case  typifies  the  main  problem  for  the  church 
with  young  people  just  before  entering  adult  life. 
They  are  expected  to  do  work  for  which  they  have 
had  no  preparation.  What  is  worse,  many  of  them 
plan  to  do  this  work  without  expecting  to  make 
preparation  either  before  or  after  they  begin.  How 
many  business  houses  can  you  think  of  whose  busi- 
ness would  not  go  into  bankruptcy  very  soon  if  the 
directors  and  other  officials  were  selected  with  as 
little  technical  knowledge  of  their  business  as  has 

194 


TRAINING  OF  YOUNG  PEOPLE         195 

the  average  oflScial  member  of  the  church?  Yet 
Jesus  pleaded  with  his  hearers  to  show  the  same 
good  business  seuse  in  the  work  of  the  kingdom  of 
God  that  people  were  showing  in  their  private,  every- 
day affairs.  Frequently  the  best  business  minds  in 
a  community  have  been  alienated  from  the  church 
because  of  the  careless  methods  of  local  church 
management. 

Nor  is  the  problem  confined  to  any  one  department 
of  church  work.  It  is  a  weakness  throughout  all. 
Until  very  recently  most  men  and  women  seemed  to 
have  come  to  adult  life  without  any  clear  purpose 
of  making  themselves  efficient  in  Christian  service. 
If  some  pastor  enlisted  their  sympathy  and  affection, 
they  may  have  tried  to  do  whatever  he  asked;  but 
even  then  their  cooperation  was  often  one  of  good 
intentions  rather  than  of  effective  service. 

The  Opportunity  of  the  Young  People's  Department. 
This  whole  attitude  can  be  changed  by  the  younger 
generation  which  is  in  Sunday  school  to-day.  The 
late  Bishop  Andrews  in  his  eighties  was  as  eager 
to  read  a  new  book  on  modern  movements  in  religion 
as  any  of  his  younger  clergymen — in  point  of  fact, 
more  so  than  a  great  many.  The  men  and  women 
who  will  make  anything  of  themselves  are  all  eager 
learners  at  this  period  of  their  lives.  Some  are  in 
college  or  professional  schools,  some  are  studying 
diligently  the  details  of  their  business,  some  are 
home-makers  with  a  multitude  of  problems  demand- 
ing close  study. 

We  need  to  show  first  of  all  that  Christian  duties 
require  just  as  serious  study  as  business,  profes- 
sional, or  home  duties.    They  should  be  studied  to- 


196  LIFE  IN  THE  MAKING 

gether,  for  no  life  can  afford  to  fail  in  its  relations 
either  to  God  or  man. 

The  Young  People's  Department  is  the  collegiate 
department  of  the  local  church.  Here  doubts  must 
be  solved,  so  that  the  pupils  may  go  into  adult  life 
with  a  "working  faith."  Their  ideals  must  accord 
with  the  ideals  of  Jesus  Christ,  as  his  ideals  affect 
every  relationship  of  life.  They  must  be  so  guided 
that  their  choice  of  a  lifework  will  give  them  the 
best  possible  opportunity  to  invest  the  talents  which 
God  has  given  them.  And  to  this  equipment  they 
must  add  knowledge  of  their  tools,  so  that  they  can 
do  skillfully  whatever  forms  of  Christian  work  they 
choose. 

The  Teacher  of  Young  People.  Every  period  of  life 
has  its  peculiar  importance,  but  this  is  the  time 
when  the  labor  of  years  may  be  lost  or  may  bear 
fruit  in  a  great  life.  None  should  be  allowed  to 
teach  students  of  this  age  who  does  not  have  the 
motive  and  the  ability  to  prepare  these  young  peo- 
ple for  the  finest  achievements  of  which  they  are 
capable.  The  teacher  must  have  an  eye  that  sees 
great  possibilities  ahead  of  each  student,  and  a  heart 
which  craves  the  privilege  of  preparing  young  life 
for  these  possibilities.  While  this  passion  to  develop 
young  life  is  the  first  prerequisite  of  a  good  teacher 
for  this  period,  we  ought  also  to  require  that  such 
teachers  be  those  who  can  speak  with  a  measure  of 
authority.  A  specialist  in  the  teaching  of  the  par- 
ticular course  chosen  would  be  the  ideal.  If  the 
course  is  in  church  history  or  modern  missionary 
movements,  the  teacher  should  have  a  comprehensive 
grasp  of  his  subject  as  well  as  the  latest  facts  at  his 


TRAINING  OF  YOUNG  PEOPLE         197 

command.  "Impossible,"  you  say.  Not  if  the  church 
prepares  such.  If  the  Sunday-school  hour  is  used 
for  study  with  the  view  of  allowing  Christian  stu- 
dents to  specialize  in  certain  fields,  each  church  can 
raise  up  its  own  people  who  are  in  part,  at  least, 
specialists.  Where  college-trained  workers  are 
available  these  can  make  themselves  very  effective 
specialists. 

Department  Organization.  The  organization  of  the 
Young  People's  Department  should  be  similar  to 
that  described  for  the  Senior  Department.  This  dif- 
ference in  principle,  however,  should  be  recognized : 
In  the  former  department  our  ideal  is  to  develop 
the  pupils  through  participation.  Here  we  have 
pupil  officers  because  they  can  accomplish  more  than 
others.  The  officers,  except  the  teachers  and  coun- 
selor, should  all  be  young  people  within  the  ^pre- 
scribed  age  limits.  These  students  are  better  able 
to  conduct  their  own  affairs  than  those  in  the 
younger  departments;  however,  they  still  need  a 
measure  of  adult  guidance.  The  wise  counselor  will 
place  just  as  much  responsibility  as  possible  upon 
the  young  people  themselves.  If  they  feel  that  the 
department  is  their  own  and  that  its  future  abso- 
lutely depends  upon  them,  they  are  apt  to  put  into 
the  work  their  very  best  effort. 

Here  the  departmental  and  not  class  organization 
is  to  be  stressed.  Certificates  and  charters  will  be 
given  to  departments  rather  than  to  classes,  although 
where  there  is  a  large  young  people's  class  and  no 
department  this  class  may  receive  a  charter  and  do 
the  work  of  a  department.  The  class  groups  should 
be    determined    by    the    subject    studied,    students 


198  LIFE  IN  THE  MAKING 

selecting  the  courses  which  will  prepare  them  for 
their  chosen  lines  of  Christian  activity.  An  hour 
on  Sunday  is  all  too  short  for  the  work  of  religious 
education,  but  there  is  every  reason  to  use  that  hour 
not  simply  to  interest  or  to  give  general  inspiration 
to  the  student,  but  to  give  him  whatever  he  needs 
most  to  fit  him  for  the  place  he  must  take  in  the 
church  and  community. 

Such  a  plan  should  not  be  beyond  the  reach  of 
even  a  small  school.  Suppose  there  are  only  eight- 
een young  people  between  the  ages  of  eighteen  and 
twenty-four  and  these  are  all  in  the  same  class.  This 
large  class  can  have  its  officers  take  charge  of  the 
departmental  service,  just  as  described  in  Chap- 
ter XVIIl;  after  the  opening  service  the  whole 
class  may  meet  together  if  all  wish  to  study  the 
same  course,  or  they  may  divide  into  three  groups 
for  class  work ;  for  example,  one  to  study  "The  Laws 
of  Child  Life,"  another,  "The  Bible,"  and  a  third, 
"Church  History."  For  information  concerning 
class  or  departmental  charters  and  suggestions  for 
the  organization  of  the  Young  People's  class  or  De- 
partment, write  to  your  denominational  headquar- 
ters. 

Teaching  Method.  Here  for  the  first  time  the  lec- 
ture method  of  teaching  is  permissible,  but  it  is 
not  so  good  as  the  combination  of  discussion  and 
lecture.  In  universities  the  classes  which  have  the 
"stiffest"  entrance  requirements  and  do  the  highest 
grade  of  work  are  called  "seminars."  These  are 
limited  to  a  few  exceptionally  prepared  students  who 
gather  around  the  table  with  the  professor,  listen 
to  a  paper,  and  then  discuss  the  subject. 


TRAINING  OF  YOUNG  PEOPLE         199 

Department  Equipment.  A  room  large  enough  to 
assemble  the  whole  department,  with  separate  class- 
rooms equipped  as  in  the  Senior  Department,  is 
the  ideal.  However,  in  some  cases  it  will  be  neces- 
sary for  the  department  and  classes  both  to  meet  in 
the  church  auditorium.  They  can  better  afford  to 
meet  there  than  the  little  children  can.  Sometimes 
a  classroom  may  be  large  enough  to  serve  for  the 
departmental  opening  service  of  worship.  A  clos- 
ing service  does  not  seem  to  be  desirable. 

Enlistment  in  Service.  The  Young  People  should 
be  kept  busy  in  Christian  service.  Just  as  few  peo- 
ple who  pass  out  of  this  period  without  committing 
their  lives  to  Christ  are  ever  won  later,  so  com- 
paratively few  who  pass  out  of  this  period  without 
taking  an  active  part  in  Christian  work  can  ever  be 
won  for  aggressive  service.  Probably  three  fourths 
of  our  Sunday-school  teachers  began  teaching  before 
they  were  twenty;  certainly  eighty  per  cent  of  them 
began  before  they  were  more  than  twenty-four.  Yet 
how  frequently  the  Sunday  school  hunts  diligently 
for  older  teachers  and  even  selects  poorer  material 
rather  than  use  one  so  "young  and  inexperienced"! 
Experience  is  a  great  help.  But  these  Young  Peo- 
ple, if  properly  guided,  will  improve  with  the  years, 
while  the  older  ones,  with  rare  exceptions,  have 
done  as  good  a  piece  of  work  as  they  will  ever  do. 

The  church  can  find  a  place  as  teacher  or  officer 
in  some  one  of  its  many  organizations  for  every 
competent  young  Christian.  If  there  is  not  enough 
to  do  under  the  direct  auspices  of  the  church,  an 
aggressive  church  will  assign  these  Young  People  to 
represent  them  in  the  Associated  Charities,  Play- 


200  LIFE  IN  THE  MAKING 

ground  Association,  or  some  other  community  enter- 
prise. Some  out  of  every  school  should  enlist  in 
missionary  service  as  pastors,  teachers,  and  doctors, 
or  in  some  other  capacity.  Those  who  do  not  spend 
all  of  their  time  in  professional  religious  work 
should  seek  the  highest  preparation  for  service  as 
parents,  lawyers,  business  men,  mechanics,  or  in 
other  vocations.  However,  they  should  reserve  as 
much  time  as  possible  for  additional  service  to  the 
church  and  community. 

"There  is  a  tide  in  the  affairs  of  men 
Which,  taken  at  the  flood,  leads  on  to  fortune; 
Omitted,  all  the  voyage  of  their  life 
Is  bound  in  shallows  and  in  miseries." 

— Shakespeare. 

There  is  a  time  in  life  when  people  must  be  trained 
for  the  highest  possible  Christian  usefulness,  or 
their  best  opportunity  to  serve  will  be  lost.  Such  a 
time  is  covered  by  the  j^ears  which  limit  this  de- 
partment. If  a  fine  piece  of  work  is  done  here,  both 
the  church  and  the  world  at  large  will  reap  a  bounti- 
ful harvest. 

Thought  Questions 

1.  What  proportion  of  the  Young  People  in  your  church 
are  ambitious  to  become  skillful  Christian  workers?  How 
would  you  go  about  it  to  increase  their  number? 

2.  What  is  the  best  way  of  helping  one  who  is  troubled 
by  doubts  concerning  the  truth  of  Christianity? 

3.  What  officers  would  you  have  in  an  ideal  Young 
People's  Department,  and  how  would  you  select  them? 

4.  How  can  your  church  interest  more  Young  People  in 
making  religious  service  their  professional  lifework? 


CHAPTER    XXI 
ADULT    LIFE 

Our  possibilities  are  maximum  iu  the  morning  of 
life.  If  a  beginning  is  made  in  infancy,  any  normal 
person  can  be  trained  in  any  work  to  equal  the 
average  attained  by  those  in  it.  Labor  bestowed  at 
this  time  counts  many  fold  more  than  in  the  later 
hours  of  the  day.  Hence  the  importance  of  the 
religious,  moral,  and  vocational  instruction  of  the 
young. 

The  many  possibilities  must  be  restricted  to  "This 
one  thing  I  do."  The  world's  supply  and  demand 
might  exert  some  influence  in  the  selection  of  this 
one  thing,  but  the  need  for  the  best  in  all  directions 
is  so  far  iu  excess  of  the  supply  that  one  may  wisely 
select  a  lifework  strictly  in  accord  with  his  natural 
proclivities. 

The  choice  made  conscripts  all  the  faculties  in  its 
service.  If  the  life  aim  be  material,  then  are  we 
honest  because  it  is  the  best  policy ;  morals,  religion, 
the  spiritual,  all  "duck  to  gold."  If  we  seek  first 
the  kingdom  of  God,  then  the  material  pays  obeisance 
to  the  spiritual.  To  think  you  can  serve  both  of 
these,  or  any  other  two  masters  is  self-deception. 
The  unity  of  human  nature  confines  to  one  master. 
Happily,  the  universe  is  attuned  to  righteousness. 
Bend  all  powers  to  seek  that,  and  every  needed  thing 
will  be  added. 

201 


202  LIFE  IN  THE  MAKING 

A  study  of  four  hundred  famous  men  shows  the 
twenty-fourth  year  to  be  the  average  age  at  which 
they  started  the  work  in  which  they  achieved  emi- 
nence. The  twenty-fourth  year  marks  the  age  of 
maturity  of  faculties.  At  this  age,  in  the  entirety  of 
our  being  we  should  settle  upon  and  be  engaged  in 
our  lifework. 

No  one  else  can  do  our  specific  work  exactly  as 
we  can.  We,  in  doing  it,  serve  the  world  in  a  way 
no  other  can.  The  consciousness  of  rendering  such 
service  replaces  drudgery  with  enthusiasm.  The 
germ  cell  whence  we  sprang  differs  from  all  others. 
Obeying  its  innate  promptings  makes  for  self-de- 
velopment, adds  a  distinct  contribution  to  per- 
sonality in  the  world.  Thus,  determining  and  set- 
tling upon  a  lifework  by  the  twenty-fourth  year  or 
earlier,  and  performing  it  with  all  fidelity  accords 
with  our  nature,  is  best  for  others,  and  redounds  to 
the  glory  of  God. 

The  making  of  books  for  children  and  adolescents 
has  no  end.  For  the  comforting  of  the  aged  essays 
from  Cicero  and  sermons  from  the  Apostle  John  are 
as  abundant  as  light,  while  those  for  the  middle- 
aged  are  as  rare  as  comets. 

More  than  twenty-five  centuries  ago  Pythagoras 
appraised  the  twenty-fifth  to  the  fiftieth  year  as  the 
age  of  action.  Modern  psychologists  concur.  It  is 
the  age  in  which  body  and  mind  are  united  for 
action,  for  which  the  preceding  years  are  prepara- 
tory. 

Improvement  and  Its  Factors.  Our  educational  sys- 
tem, from  the  kindergarten  to  the  university,  is  based 
on  man's  capacity  to  improve.    His  mind  stores  ex- 


ADULT  LIFE  203 

periences  and  in  their  light  he  adjusts  himself  to 
every  hue  and  shade  of  changing  conditions.  Im- 
provement is  not  instantaneous  but  gradual,  there- 
fore grows  with  passing  years. 

The  advance  of  civilization  seems  to  be  punctuated 
with  periods  of  rest.  The  church  has  its  periods 
of  refreshing.  Revivals  have  been  and  always  will 
be.  The  brain  in  the  seventh  year  is  but  little  less 
in  size  than  it  is  in  adult  life.  The  various  organs 
and  parts  of  the  body  have  periods  of  growth.  We 
rest  one  day  out  of  seven  and  sleep  one  third  of 
the  time. 

The  learning  process  is  not  an  inclined  plane  but 
a  stairway.  Its  advances  are  separated  by  "pla- 
teaus," or  levels  of  rest.  For  example,  in  learning 
a  new  language  we  seem  at  times  to  make  no  prog- 
ress, when  lo!  overnight  we  become  able  to  read 
and  speak.  It  takes  time  for  the  bee  to  make  ready 
the  comb  for  the  honey.  Time  is  necessary  in  assign- 
ing and  adjusting  new-found  treasures  in  our  mental 
life.  This  time  is  a  part  of  progress,  though  not  in 
evidence  as  such.  "Plateaus,"  consequently,  are 
necessary  to  permanent  growth.  They  are  no  cause 
for  disheartenment.  Growth  void  of  these  levels 
is  of  the  mushroom  variety.  "Let  us  not  be  weary 
in  well  doing:  for  in  due  season  we  shall  reap,  if 
we  faint  not." 

a.  Talents.  The  amount  of  improvement  depends 
on  the  number  of  talents.  The  number  of  talents 
is  a  birthright  and  beyond  our  control.  Many  have 
one,  a  few  have  ten  talents.  Therein  lies  the  injus- 
tice of  measuring  our  success  by  that  of  another. 
The  less  talented  one's  success  on  a  lower  level  may 


204  LIFE  IN  THE  MAKING 

be  truly  greater  than  that  of  the  more  talented  who 
shine  on  one  higher. 

6.  Environment.  Talents  are  drawn  out  and  de- 
veloped by  environment.  A  bad  environment  re- 
presses or  distorts,  while  a  good  environment  evokes 
them.  The  value  of  selecting  schools,  neighborhoods, 
and  associates  that  make  for  the  best  is' evident. 

c.  Work.  The  amount  of  improvement  depends 
essentially  upon  the  work  done.  There  is  no  im- 
provement for  the  slothful.  We  cannot  passively  but 
must  actively  work  out  our  own  salvation.  Nothing 
is  ours  unless  with  our  own  volition  we  appropriate 
it.  Carlyle's  cry,  'Troduce,  produce,"  is  most  right- 
eous. At  no  time  in  life  can  we  rest  and  advance. 
It  is,  therefore,  questionable  whether  we  actually  do 
learn  *'to  skate  in  summer  and  to  swim  in  winter." 
Through  our  work,  talents,  and  environment  inter- 
acting each  upon  the  other  our  maximum  improve- 
ment is  reached. 

Extent  of  Individual  Growth.  The  grasshopper  en- 
gine of  the  Baltimore  and  Ohio  Railroad  of  1833 
was  the  fruition  of  a  life  of  toil  of  many  inventors. 
Their  labors  the  following  generation  of  inventors 
appropriated  and  supplemented.  So  the  locomotive 
of  the  present  limited  express  is  the  product  of 
the  preceding  generation  of  inventors.  The  ap- 
propriation by  each  of  the  labors  of  all  toilers 
who  have  gone  before  him  indicates  the  vastness  of 
individual  attainment.  The  countless  number  of 
neurones  of  the  brain  with  all  their  possible  con- 
nections besi)eak,  so  far  as  the  material  can,  the 
vast  heights  of  human  reach. 

Dr.  William  Osier  perturbed  men  of  two  score 


ADULT  LIFE  205 

years  by  declaring  that  "the  effective,  moving,  vitaliz- 
ing work  of  the  world  is  done  between  the  ages 
of  twenty-five  and  forty."  We  toss  high  our  hats 
over  the  epochal  deeds  of  young  men.  History  does 
not,  however,  sustain  the  statement  that  man's 
golden  age  expires  with  his  fortieth  year.  A  study 
of  great  men  shows  the  average  age  at  which  they 
produced  their  masterpieces  to  be  the  fiftieth  year. 
The  Russian-Japanese  War  showed  General  Nogi  a 
great  commander  at  three  score  j^ears.  John  Quincy 
Adams  was  a  forceful  statesman  at  eighty-one.  So 
was  Joseph  H.  Choate  at  eighty-four.  Seventy-five 
saw  Commodore  Vanderbilt  building  thousands  of 
miles  of  railroads  and  swelling  his  fortune  by  mil- 
lions. Even  amidst  the  onslaught  of  disease  and 
waning  physical  strength  men  put  forth  mighty  in- 
tellectual products.  We  should  not  cease  our  activi- 
ties until  our  earthly  life  ends. 

While  it  doth  not  yet  appear  what  man  shall  be, 
we  know  he  cannot  attain  absolute  perfection. 
Absolute  perfection  is  a  flying  goal,  which  recedes 
as  we  with  increase  of  knowledge  and  experience 
approach.  But  its  lure  leads  our  advance  where  to- 
day it  is  .9  perfection ;  to-morrow,  .99 ;  the  day  after, 
.999 — ever  drawing  nearer  yet  never  attaining.  He 
who  believes  he  has  attained  absolute  Christian  per- 
fection displays  mental  arrest,  myopia,  or  delusion. 

The  tragedy  of  life  is  that,  being  always  plastic, 
one  may  recede  from  perfection  and  be  "further  off 
from  heaven  than  when  he  was  a  boy."  To  avert 
this,  or  to  succor  him  out  of  it,  there  is  ever  avail- 
able the  grace  of  the  Almighty  Saviour. 

Rivalry  a  Dynamic  for  Improvement.     Rivalry  was 


206  LIFE  IN  THE  MAKING 

the  head  and  front  of  the  Jesuitical  education  which 
stemmed  the  tidal  wave  of  Protestantism  during  the 
sixteenth  century.  Nations  attain  their  grandeur, 
cities  their  splendor,  and  merchants  their  millions 
largely  through  rivalry.  Nothing  seems  to  equal  it 
in  bringing  out  what  is  in  us.  Middle  life  is  fond 
of  rivalry,  consequently  trade  is  tense  with  it.  It 
is  a  dynamic  that  must  be  retained.  To  rival  those 
with  greater  talents  and  more  advantageous  environ- 
ment is  to  court  the  anguish  of  disappointment.  To 
rival  your  best  self  as  it  is  in  Jesus  Christ  secures 
the  immeasurable  good  of  rivalry  without  its  evil. 

Success.  The  tangible  seems  more  real  than  the  in- 
tangible. The  visible  takes  precedence  over  the  in- 
visible. Looking  from  the  close  of  middle  life  on 
the  visible  and  tangible  and  seeing  that  success  so 
measured  is  not  ours,  and  realizing  that  the  future 
is  insufficient  bring  the  bitter  tear. 

At  the  time  of  the  Civil  War  our  total  wealth  was 
one  tenth  of  what  it  is  now.  But  we  surely  are  not 
now  ten  times  better.  To-day  our  material  wealth 
is  one  third  that  of  the  world.  We  do  not,  however, 
monopolize  to  that  extent  the  world's  true  worth. 
The  material  is  not  the  true  unit  of  measurement  of 
success. 

We  celebrate  men  for  their  most  signal  achieve- 
ments. A  man's  success  should  be  measured  by  his 
aspirations  in  what  Browning  calls  "his  moments 
of  extravagant  goodness"  and  by  his  endeavor  to 
make  these  aspirations  real.  We  measure  true  suc- 
cess by  ideals. 

The  experiences  of  middle  life  lead  one  to  value 
the  great  principles  back  of  the  tangible  and  visible; 


ADULT  LIFE  207 

to  respect  a  day  laborer  because  of  some  great  eco- 
uomic  principle  which  he  illustrates.  Middle  life  is 
the  time  when  the  spiritual  in  us  ripens  and  stands 
forth  to  be  used  as  the  measuring  unit  of  success. 

The  dart  of  accident,  the  shot  of  chance,  and  in- 
conquerable  circumstances  may  thwart  the  realiza- 
tion of  ideals. 

"  'Tis  not  in  mortals  to  command  success, 
But  we'll  do  more,  Sempronius — we'll  deserve  it." 

Striving  after  spiritual  ideals  forms  character,  the 
sum  of  all  good.  Success  is  fidelity  in  striving  after 
the  spiritual  ideals  attained  or  unattained.  By  this 
true  standard  the  faithful,  frugal,  and  wise  can 
attain  genuine  success  in  middle  life.  The  desire 
of  the  soul  thus  accomplished  is  sweet.  Therefore 
it  can  be  a  period  of  joy  exceeding  that  of  youth. 

False  Conceptions  of  Middle  Life  and  Age.  The 
<leerepitude  of  old  age  and  its  proximity  to  dissolu- 
tion repel.  The  vivacity  of  youth  tethers  us  to  it. 
Men  bemoan  gray  hairs ;  women  sigh  over  every  inch 
added  to  their  waist  line;  and  both  smile  over  the 
empty  compliment,  ''How  young  you  look !"  A  wife 
who  borrows  the  charms  that  facial  cosmetics  supply 
borrows  that  which  retaineth  not  her  husband's  love. 
If  she  has  not  won  it  by  her  spiritual  gifts  and 
graces,  peach-and-cream  ointments  upon  the  face 
will  not  avail.  Life  is  cumulative.  Its  emoluments 
increase  with  years.    It  is  better  farther  on. 

Temptations  of  Middle  Life.  Established  in  busi- 
ness and  with  a  widely  accepted  rating  in  the  com- 
munity for  morality  and  religion  on  the  score  that 
every  little  thing  is  not  counted,  there  is  danger  of 


208  LIFE  IN  THE  MAKING 

becoming  lax  and  lukewarm  in  the  church,  cantanker- 
ous in  the  home,  and  crooked  in  business  in  middle 
life.  Benedict  Arnold,  who  fought  patriotically  in 
young  manhood,  turned  traitor  in  middle  life.  Solo- 
mon made  shipwreck  of  his  faith  at  this  period, 
and  Judas  did  worse — he  betrayed  our  Lord.  ''There 
is  a  destruction  that  wasteth  at  noonday."  These 
collapses  at  midday  may  be  due  to  a  lack  of  faith 
in  honesty,  industry  and  the  revealed  law  of  God. 
Impatience  for  a  short  cut,  though  a  dubious  one, 
cuts  to  wealth,  fame,  and,  alas!  to  destruction. 

A  dissatisfied  owner  placed  the  farm  upon  which 
he  had  been  reared  and  which  he  had  diligently  tilled 
all  his  life  in  the  hands  of  a  real  estate  agent  who 
advertised  it  in  the  local  paper.  When  the  farmer 
read  the  description  of  its  location,  fertility,  im- 
provements— none  of  which  he  could  gainsay — he 
caught  through  another's  eyes  a  new  viewpoint,  and 
so  attractive  did  the  farm  thus  seem  that  he  kept 
it  as  an  ideal  home.  Dulled  and  staled  by  long  and 
constant  looking,  it  is  often  necessary  in  middle  life 
to  look  through  another's  eyes  in  order  to  see  fresh 
beauties  and  new  opportunities  in  what  is  ours. 

A  hardware  salesman  does  not  become  an  equally 
good  dry  goods  salesman.  A  skillful  physician  does 
not  necessarily  become  a  good  business  man,  nor 
a  toothsome  pastry  cook  an  equally  good  vegetable 
cook.  The  wealth  attained  in  one  line  of  work  only 
in  the  slightest  degree  is  carried  over  to  a  different 
calling.  Except  when  bidden  by  stern  spiritual  and 
physical  necessity,  never  swap  horses  in  the  middle 
span  of  life. 

In  middle  life  old  habits,  if  they  be  bad,  can  and 


ADULT  LIFE  209 

ought  to  be  abandoned  and  good  ones  formed.  Pain 
inhibits  an  old  habit  and  pleasure  induces  a  new 
one.  But  a  twofold  energy  is  needed  to  close  up  the 
old  pathway  and  to  open  a  new  one.  This  extra 
expenditure  is  the  inexorable  penalty  that  must  be 
paid  for  negligence  in  not  forming  right  habits  early 
in  life. 

Old  Age.  A  time  comes  when  the  destructive 
forces  in  the  cells  of  the  body  are  greater  than  the 
constructive.  The  mind  is  influenced  by  the  body, 
so  the  time  arrives  at  length  when  its  quantity  of 
work  wanes. 

Sir  Walter  Scott  believed  a  man  old  at  fifty-five; 
Dr.  Samuel  Johnson  dated  decline  from  the  thirty- 
fifth  year ;  William  James  thought  some  young  men 
old  fogies  at  twenty-five.  To  your  juniors  you  are 
always  old;  to  your  seniors  you  are  always  young. 
For  yourself  old  age  is  an  attitude.  So  long  as  your 
slogan  is,  "Anywhere  so  it  is  forward,"  you  are 
not  old,  no  matter  what  your  sum  of  years. 

Confronted  by  a  previous  situation,  we  tend  to 
react  to  it  the  same  as  we  did  before.  Constant 
repetitions  mechanize  our  conduct,  so  that  we  act 
without  thinking  about  it.  The  replies  to  our  Lord, 
"We  never  gave  thee  food  and  clothing,"  were  made 
by  those  who  had  given  so  often  that  their  philan- 
thropic conduct  was  mechanized,  and,  therefore, 
they  were  not  conscious  of  it.  Doing  the  same  thing 
which  advancing  age  conduces  makes  one  old- 
fashioned. 

New  situations  are  constantly  arising  which 
teach  new  duties;  accordingly,  there  must  be  a  con- 
stant change  to  meet  them  adequately.     Those  ad- 


210  LIFE  IN  THE  MAKING 

vanced  in  years  because  of  the  tendency  of  habit  to 
become  mechanized  experience  difficulty  in  adapting 
themselves  to  new  situations,  and  so  stagnate. 

This  stagnation  can  be  averted  by  having  a  far- 
reaching  vision,  and  keeping  an  open  mind.  Judged 
by  appearance,  a  diamond  is  not  of  the  same  class 
as  a  lump  of  coal.  But  the  addition  of  chemical 
knowledge  reveals  their  chemical  sameness.  This, 
in  turn,  calls  for  a  corresponding  change  of  treat- 
ment. The  mind  always  can  be  kept  open  to  knowl- 
edge which  makes  for  the  right  change  of  treatment. 
Keep  new-fashioned  whatever  your  years,  and  your 
western  sun  will  shine  upon  green  fruit-bearing 
trees  of  righteousness. 

Avocation.  After  middle  life,  vocational  activity 
must  abate  in  quantity.  Absence  of  occupation  is 
not  rest.  One  should  have  an  avocation  as  a  means 
of  recreation  throughout  active  vocational  life. 
With  advancing  years  the  former  may  increase  while 
the  latter  decreases,  but  kept  in  such  moderation 
as  to  fill  up  the  complement  of  activity.  Work  we 
must. 

The  Wisdom  of  Old  Age.  We  know  by  doing.  The 
aged  have  done  much,  therefore  they  know  much. 
The  young  know  little,  but  they  act  much.  Thus  do 
the  old  articulate  with  the  young  in  giving  wise 
counsel.  The  old  are,  as  Bacon  expresses  it,  the 
centrifugal  force;  the  young  the  centripetal.  To- 
gether they  keep  the  world  in  the  golden  mean. 
Happily  is  this  applicable  to  the  family.  The  parent 
furnishes  much  thought,  the  children  do  much  work. 
Thus  by  proxy  a  parent  lives  in  and  through  his 
children's  lives,  renewing  thereby  his  own  youth. 


ADULT  LIFE  211 

Years  of  dealing  iu  precepts,  concrete  facts,  leads 
to  formation  of  concepts;  that  is,  principles.  Long 
and  extended  observations  compass  two  worlds, 
therefore  the  aged  philosophize  about  both.  This 
brings  in  God,  who  is  over  and  through  all.  He 
thinks  the  great  thoughts  of  God.  The  latter  part 
of  life  is  thus  adapted  to  meditations  upon  religion 
to  a  degree  not  hitherto  possible.  Therefore  the 
last  part  of  life  is  designed  to  be  the  best,  because 
the  mind  seeks  the  thoughts  of  God — thinks  God's 
thoughts.     "As  he  thinketh  in  his  heart,  so  is  he." 

Thought  Questions 

1.  What  elements  of  strength  has  mature  life  not  pos- 
sessed by  youth? 

2.  What  are  some  ways  by  which  one  may  retain  the  en- 
thusiasm and  open  mindedness  of  youth? 

3.  By  what  tests  do  you  expect  to  estimate  success  in  life? 


CHAPTER   XXII 
LESSON  MATERIALS  FOR  ADULTS 

We  were  passing  the  campus  of  one  of  the  leading 
universities  of  the  Central  West  in  company  with 
the  pastor  of  one  of  the  leading  churches  of  the 
city  in  which  the  university  is  located.  The  pas- 
tor waved  a  greeting  to  an  elderly  man  who  with 
alert,  vigorous  stride  came  down  the  walk  from  one 
of  the  university  buildings.  "One  of  the  profes- 
sors?" we  inquired.  "No,"  replied  the  pastor,  "one 
of  the  students."  Our  exclamation  of  incredulity 
brought  a  further  explanation.  "That  man  has  just 
passed  his  eightieth  birthday.  A  year  ago  he  rented 
his  large  farm,  which  is  located  a  few  miles  out  from 
the  city ;  moved  into  town,  and  enrolled  as  a  gradu- 
ate student  in  the  university.  The  professor  of 
philosophy  tells  me  he  is  the  best  student  he  has 
studying  under  him." 

The  idea  we  sometimes  hear  expressed,  that  edu- 
cation necessarily  ends  with  the  close  of  adolescence, 
is  now  thoroughly  discredited.  Every  large  uni- 
versity that  makes  provision  for  graduate  study 
has  numerous  students  of  middle  age  and  beyond. 
Correspondence  courses  are  taken  by  many  adults. 
University  extension  courses  and  lecture  courses 
under  other  auspices  on  a  wide  range  of  economic, 
scientific,  and  philosoi)hical  subjects  are  extensively 
patronized  by  men  and  women  of  mature  years.  The 
public  schools  of  some  of  our  cities  are  now  provid- 

212 


LESSON  MATERIALS  FOR  ADULTS     213 

ing  evening  classes  for  adults.  The  high  quality  of 
the  work  done  by  many  women's  clubs  is  well  known. 
It  is  entirely  safe  to  say  that  in  the  United  States 
to-day  there  are  more  men  and  women  of  twenty-five 
and  over  enrolled  in  study  courses  of  one  kind  or  an- 
other than  there  are  young  people  in  their  teens  in 
public  educational  institutions. 

The  success  of  educational  efforts  with  adults  is 
an  assurance  of  possibilities  of  adult  religious  edu- 
cation. Men  and  women  of  mature  years  are  not 
less  interested  in  religious  subjects  than  in  secular 
subjects.  If  other  assurance  were  needed,  it  might 
be  found  in  abundant  measure  in  the  phenomenal 
growth  during  recent  years  of  the  organized  Adult 
Bible  Class  Movement,  the  central  appeal  of  which 
has  been  for  adults  to  enlist  in  organized  classes 
for  the  study  of  the  Bible. 

KJnrealized  Possibilities  of  Adult  Education.  Great 
as  the  possibilities  of  religious  education  of  adults 
are,  they  must  be  said  to  be  possibilities  which  in 
the  past  have  been  unrecognized  and  unrealized. 
For  a  generation  the  great  proportion,  probably  nine 
tenths,  of  the  men  and  women  enrolled  under  all 
auspices  in  courses  for  the  study  of  religious  sub- 
jects have  studied  the  International  Uniform  Les- 
son. An  examination  of  the  outline  of  the  Uniform 
Lessons  is  sufficient  to  indicate  how  unsystematic 
and  fragmentary  the  course  has  been,  considered  as 
Bible  study.  In  the  many  years  of  the  life  of  the 
Uniform  Lesson  Course  preceding  1918  there  was 
never  offered  an  opportunity  for  the  thorough  study 
of  any  single  book  of  the  Bible;  nor  was  provision 
ever  made  for  any  thorough,  systematic  study  of 


214  LIFE  IN  THE  MAKING 

any  such  fundamental  subjects  as  the  life  of  Christ, 
the  teaching  of  the  prophets,  or  the  life  and  writings 
of  Paul.  The  consistent,  dominant  purpose  through- 
out the  lifetime  of  the  course  was  to  cover  the 
Scriptures  in  each  six-year  cycle  by  the  selection  as 
lessons  of  sections  of  the  text  from  as  many  as 
possible  of  the  books  of  the  Bible.  A  little  thought 
must  make  it  plainly  evident  that  such  a  course 
could  never  give  a  comprehensive  grasp  of  the  teach- 
ing of  the  Bible  as  a  whole.  The  new  Improved  Uni- 
form Lesson  System  is  a  decided  improvement  upon 
the  old. 

A  Curriculum  of  Religious  Education.  The  need  is 
for  a  well-rounded  curriculum  of  religious  education 
which  will  make  it  possible  for  the  church  school 
to  fulfill  its  mission  as  a  school  of  religion,  so  far 
as  this  can  be  accomplished  through  courses  of  in- 
struction. In  shaping  such  a  curriculum,  what  are 
some  of  the  important  considerations  to  be  borne 
in  mind?  Can  these  be  stated  in  terms  of  governing 
principles? 

Account  should  he  taken  of  the  long  period  of  time 
represented  in  adult  life.  Adult  life  begins  at 
twenty-five  and  ends,  normally,  somewhere  between 
seventy  and  ninety.  In  reality,  three  more  or  less 
well-defined  periods  are  represented  within  the  span 
of  adult  life,  namely,  young  manhood  or  woman- 
hood, twenty-five  to  forty ;  middle  age,  forty  to  fifty- 
five  or  sixty ;  elderly  life,  beyond  sixty.  While  there 
may  profitably  be  some  repetition,  adults  should  not 
be  expected  to  take  the  same  courses  of  study  over 
and  over  again. 

Some  account  should  he   taken  of  the  different 


LESSON  MATERIALS  FOR  ADULTS     215 

groups  existing  among  adults.  There  are  courses 
which  may  be  taken  profitably  by  bot'h  men  and 
women,  but  some  distinct  courses  should  certainl}" 
be  provided  for  groups  of  each  sex.  Other  than  this 
broad  division  on  the  basis  of  sex,  what  groups 
should  be  recognized?  The  answer  depends  almost 
wholly  upon  the  constituency  to  which  the  school 
of  religion  is  attempting  to  minister.  It  is  very 
important  to  recognize  the  young  parents  as  a  dis- 
tinct group.  Business  and  professional  men  who  are 
college  graduates  in  some  communities  constitute 
a  clearly  differentiated  group.  As  a  rule,  the  needs 
of  elderly  people  can  be  best  met  by  considering  them 
as  a  group  by  themselves.  In  some  communities  a 
number  of  other  clearly  distinguished  groups  will 
be  found  to  exist. 

Account  should  he  taken  of  the  fact  that  some 
adults  will  have  had  the  advantage  of  extended 
courses  of  religious  instruction  during  childhood  and 
youth,  tvJiile  others  toill  have  had  very  little  early 
religious  training.  Within  a  few  years  there  will 
be  many  members  of  the  Sunday  school  who  have 
come  up  through  the  graded  system.  Already  there 
are  those  who  have  had  special  training  in  colleges 
and  universities.  The  religious  education  of  these 
men  and  women  is  not  to  be  thought  of  as  complete, 
and  opportunity  should  be  afforded  them  to  continue 
their  study.  Advanced  Bible  study  courses  and 
courses  in  other  subjects  are  required.  It  is  neces- 
sary that  these  shall  be  of  such  a  nature  as  to 
provide  opportunities  for  research  and  serious  study. 
Without  doubt  many  have  been  indifferent  to  the 
Sunday  school  in  the  past  because  it  has  not  offered 


216  LIFE  IN  THE  MAKING 

courses  of  instruction  which  seem  to  them  thoroughly 
worth  while.  Is  there  any  reason  why  the  church 
school  should  not  offer  instruction  as  intensive  and 
thorough  as  can  be  secured  anywhere? 

It  should  be  recognized  that  advanced  courses 
will  have  only  a  limited  appeal.  Many  adults  will 
be  found  to  have  not  even  an  elementary  working 
knowledge  of  the  Bible  and  very  little  acquaintance 
with  Christian  teachings.  For  them,  simple,  ele- 
mentary courses  are  needed. 

Account  should  he  taken  of  the  need  of  adults 
for  training  for  leadership  and  teaching.  While 
most  of  the  teachers  and  oflBcers  of  the  church  school 
and  many  of  the  leaders  in  religious  and  social 
activities  are  taken  from  the  ranks  of  the  young  peo- 
ple, frequent  calls  are  also  made  upon  adults  to 
enlist  in  these  lines  of  service.  For  this  reason  it 
is  important  for  courses  of  training  to  be  offered 
for  adults  as  well  as  for  young  people.  It  is  espe- 
cially important  that  opportunities  be  offered  to 
men  to  prepare  for  the  leadership  and  teaching  of 
boys'  classes  and  for  proficiency  in  the  work  of  the 
church  and  in  social  service. 

It  is  evident  that  these  principles  require  a  wide 
variety  of  courses  of  instruction  as  well  as  the 
arrangement  of  the  courses  in  such  sequence  as  to 
afford  a  program  of  study  extending  over  a  period 
of  years.  While  it  may  be  unnecessary  to  present  a 
plan  for  such  an  adult  curriculum  in  detail,  some 
suggestions  may  be  made  as  to  the  subjects  which 
should  be  included. 

Courses  in  the  Bible.  There  are  advantages  in  short 
courses,  both   for  elementary  and  advanced   Bible 


LESSON  MATERIALS  FOR  ADULTS     217 

study.  Some  text  books  are  already  available,  and 
others  will  be  soon  provided.  Among  the  more  im- 
portant subjects  should  be  mentioned  the  life  and 
teaching  of  Jesus;  the  rise  and  development  of  the 
early  church;  the  life  and  writings  of  Paul  and  of 
other  apostles ;  the  history  of  Israel ;  the  origin  and 
development  of  prophecy  and  the  teachings  of  the 
prophets ;  the  legal  literature  of  the  Old  Testament, 
the  Wisdom  Literature,  and  the  purposes  and  mes- 
sages of  various  books  of  the  Bible,  such  as  Deute- 
ronomy, Genesis,  Matthew,  Luke,  John,  Romans, 
Galatians,  and  Ephesians.  There  should  by  all 
means  be  courses  in  the  social  teachings  of  the 
prophets  and  the  social  teachings  of  Jesus.  It  is 
desirable  also  that  courses  should  be  offered  which 
treat  of  the  formation  of  the  biblical  canon  and 
the  history  of  the  English  Bible. 

Church  History.  An  important  subject  of  instruc- 
tion somewhat  closely  related  to  the  stud}^  of  such 
a  book  as  the  Acts  is  the  history  of  the  church  in 
some  of  the  later  important  epochs  of  its  history. 
The  history  of  the  ancient  church  during  the  lifetime 
and  immediately  following  the  period  of  the  apostles 
should  be  studied.  The  Protestant  Reformation  is 
another  important  subject  deserving  careful  study. 
The  members  of  each  church  should  certainly  be 
well  informed  also  on  the  history  of  their  own  de- 
nomination. 

Christian  Teachings.  Some  study  should  certainly 
be  devoted  to  a  systematic  statement  of  Christian 
teaching.  An  outline  study  of  the  history  of  doc- 
trine is  interesting  and  informing.  We  are  living 
ill  an  era  of  theological  reconstruction.    Much  good 


218  LIFE  IN  THE  MAKING 

work  has  been  done  in  the  field  of  the  restatement  of 
Christian  truth  in  terms  of  present-day  life  and 
thought.  Unfortunately,  this  is  a  subject  compara- 
tively unfamiliar  to  most  adults.  A  number  of  ex- 
cellent books  are  available  for  use  as  texts  in  a  class 
of  thoughtful  people.  A  course  of  this  kind,  con- 
ducted in  a  manner  similar  to  a  college  seminar, 
with  free  discussion,  following  reports  of  reading 
on  important  topics,  would  prove  to  be  exceedingly 
illuminating. 

The  religious  and  cultural  value  of  study  courses 
in  the  religious  teachings  of  such  poets  as  Dante, 
Tennyson,  Browning,  Lowell,  Gilder,  and  others  can- 
not be  overlooked.  In  a  ver}^  real  sense,  in  modern 
times,  the  poets  have  been  our  prophets. 

The  practical  social  interests  of  men  and  women 
should  increase  during  the  early  adult  years.  There 
is  outstanding  need  for  courses  which  will  enforce 
the  social  teachings  of  the  prophets  and  of  Jesus, 
and  apply  these  teachings  to  the  relations  of  every- 
day life,  to  civic  and  industrial  problems,  and  to 
international  relations. 

History  of  Religion.  The  history  of  religion  is  an 
absorbing  study.  An  elementary  course  in  the  sub- 
ject might  well  be  taken  by  an  average  adult  class. 
The  intelligent  Christian  needs  also  to  know  the 
significance — the  strength  and  weakness — of  modern 
developments  of  religious  thought,  which  have  been 
numerous  and  exceedingly  diverse.  It  would  be 
difficult  to  find  a  subject  on  which  a  more  informing 
and  interesting  course  might  be  constituted  than 
the  origin,  development,  and  teachings  of  modern 
religious  cults. 


LESSON  MATERIALS  FOR  ADULTS     219 

Courses  for  Parents.  No  more  acute  need  exists 
in  adult  religious  education  than  that  of  courses 
for  parents  in  child  nature,  and  in  the  moral  and 
religious  nurture  of  children.  It  will  be  impossible 
for  the  church  to  make  the  progress  which  it  should 
until  it  shall  be  able  to  secure  a  more  earnest  and 
intelligent  cooperation  on  the  part  of  parents. 

These  suggestions  by  no  means  exhaust  the  pos- 
sibilities for  courses  of  instruction  in  the  moral  and 
religious  education  of  adults.  They  so  far  outrun, 
however,  what  has  actually  been  done  by  the  Sunday 
school  that  they  are  probably  sufficient  in  an  intro- 
ductory statement  on  the  adult  curriculum.  The 
field  is  one  in  which  the  needs  are  vast  and  the  op- 
portunities, as  yet,  largely  unrealized.  It  is  to  be 
hoped  that  the  time  is  not  far  distant  when  in  many 
of  our  local  communities  effort  in  entirely  new  pro- 
portions will  be  made  in  the  direction  of  maintain- 
ing adult  schools  of  religion. 

Thought  Questions 

1.  What  courses,  other  than  the  Uniform  Lessons,  have 
been  used  by  adult  classes  in  your  Sunday  school?  Why 
have  not  a  wider  variety  of  courses  been  used? 

2.  How  would  you  proceed  to  interest  parents  in  the 
study  of  special  courses? 

3.  What  other  subjects  might  be  profitably  taken  up  by 
adult  classes  in  your  school? 


CHAPTER    XXIII 
THE  TRAINING  OF  ADULT  LIFE 

"Yes,  he  is  a  great  man,  but  I  often  wish  he  had 
traveled  more,  had  seen  just  a  little  more  of  the 
world.  His  natural  abilities  are  greater  than 
Smith's,  but  he  lacks  something  of  Smith's  which 
I  wish  he  had."  This  was  the  comment  of  a  leader 
of  men  in  one  field  concerning  a  very  dear  friend 
in  another  occupation. 

Two  brothers  were  being  discussed.  One  was  more 
successful  than  the  other.  "Do  you  know  why  A 
has  risen  higher?  It  is  because  his  sympathies  are 
broader."  And  there  was  agreement  to  the  state- 
ment. 

It  ill  becomes  young  people  to  seek  for  faults  in 
their  leaders.  Appreciation  is  a  finer  art  than  de- 
structive criticism.  However,  the  plain  fact  re- 
mains that  we  are  to  become  the  elders  of  another 
day;  and  if  civilization  is  to  advance  at  all,  it  will 
be  because  the  youths  of  to-day  profit  by  the  suc- 
cesses and  failures  of  the  generation  now  in  its 
prime.  We  must  be  better  than  they  or  fail  in  our 
duty;  and  it  will  be  no  easy  task,  for  the  present 
leaders  are  a  race  of  stalwarts  in  religion.  They 
have  come  through  trying  times,  and  have  carried 
their  banners  ever  forward.  They  have  made  the 
most  of  their  opportunities,  but  their  very  achieve- 
ments have  made  a  new  set  of  opportunities  possible 

220 


THE  TRAINING  OF  ADULT  LIFE       221 

to  their  children.  The  men  in  adult  life  are  to-day 
"the  pillars  of  the  church"  and  of  society  too.  Can 
anything  be  done  in  the  Sunday-school  world  which 
will  make  for  greater  achievements  while  they  con- 
tinue in  power? 

In  discussing  adult  work  we  must  keep  clearly 
in  mind  two  classes  of  people.  For  our  purpose  the 
division  is  not  an  age  division ;  it  is  between  the 
learners  and  those  who  have  no  real  study  interests. 
Some  pass  this  line  at  twenty-five ;  others  never  reach 
it,  though  their  hair  may  be  white  and  their  steps 
feeble.  For  the  adults  who  have  passed  the  learn- 
ing stage  little  can  be  done  except  to  afford  them 
an  opportunity  for  discussing  what  they  have 
thought  and  achieved  in  the  past.  Little  organiza- 
tion is  necessary  to  bring  this  about. 

But  for  intellectually  vigorous  men  and  women 
a  very  different  plan  is  necessary.  Here  are  people 
whose  intellectual  powers  are  at  their  very  best. 
They  are  grappling  with  big  problems  out  in  every- 
day life,  and  many  of  them  in  a  big  way.  The 
younger  men  and  women  have  their  laurels  to  win ; 
the  older  ones  are  at  the  zenith  of  their  powers. 
Unless  religious  iDroblems  are  presented  in  a  big 
way  they  will  not  be  interested. 

The  Teacher  of  Adults.  The  teacher  must  be  a  real 
leader  of  men  and  women.  He  should  be  like  one 
of  the  ancient  Hebrew  prophets,  one  who  knows 
Ood  intimately  and  can  lead  others  to  know  him, 
one  who  is  familiar  with  what  God  has  done  in  the 
past,  who  can  unfold  the  whole  range  of  Bible  truth, 
who  also  has  a  keen  interest  in  current  events  and 
can  say,  "This  is  what  God  is  like,  this  is  what  he 


222  LIFE  IN  THE  MAKING 

has  done  in  the  past,  these  are  the  facts  of  the 
present  situation,  'Thus  saith  the  Lord,  Do  this  and 
this  now.'  "  Moreover,  he  must  be  a  good  listener 
as  well  as  a  good  talker,  tolerant  of  the  views  of 
others  and  intelligently  in  sympathy  with  the  deep 
tragedies  of  life. 

"Can  such  teachers  be  found?"  it  is  asked.  That 
is  not  the  first  question  to  consider.  Is  such  a 
teacher  absolutely  necessary?  is  the  first  question. 
There  are  no  two  sides  to  it.  He  must  be  such  a 
leader  of  men  if  he  is  to  lead  the  strong  members 
of  the  community. 

Department  Equipment.  The  equipment  needed  for 
teaching  adults  is  the  same  as  that  described  in 
previous  chapters.  The  auditorium  is  satisfactory 
for  the  opening  worship  of  the  entire  Adult  Depart- 
ment. While  separate  classrooms  are  desirable, 
they  should  not  be  taken  unless  the  younger  depart- 
ments each  have  separate  rooms  for  their  work.  It 
is  not  uncommon  to  find  a  school  in  which  the  adults 
have  preempted  the  separate  rooms,  in  some  cases 
even  sending  the  children  to  the  pews  of  the  church 
auditorium.  The  auditorium  is  the  proper  place 
for  the  adults  unless  there  are  rooms  enough  to  go 
around.  Its  pews  were  selected  for  the  comfort  of 
adults,  if  comfort  was  taken  into  account  at  all,  and 
it  is  preeminently  the  place  for  the  opening  wor- 
ship of  the  Adult  Department.  Such  classes  as  can- 
not be  given  separate  rooms  after  the  other  depart- 
ments are  cared  for  should  be  given  space  for 
classwork  in  the  auditorium. 

Class  and  Department  Organization.  Heretofore  the 
adult    class    has    been    the    unit    of    organization 


THE  TRAINING  OF  ADULT  LIFE       223 

stressed.  The  organized  class  should  receive  special 
emphasis.  Every  class  should  meet  fully  the  require- 
ments for  a  charter  as  set  forth  by  the  Sunday  School 
Council  of  Evangelical  Denominations  and  the  In- 
ternational Sunday  School  Association.  These  call 
for  a  president,  vice-president,  secretary,  and  treas- 
urer, together  with  three  committees — Membership, 
Devotional,  and  Social.  However,  in  many  cases  a 
great  deal  more  effective  work  could  be  done  if  the 
Adult  Department  or  a  Men's  Adult  Department  and 
a  Women's  Adult  Department  were  stressed.  This 
would  call  for  a  common  opening  service  of  worship 
for  the  whole  department,  as  well  as  certain  socials 
and  community-service  activities  in  common,  but 
would  also  permit  the  class  study  groups  to  be  de- 
termined by  the  interests  of  the  various  members. 

In  a  strong  Adult  Department  some  classes  for 
those  who  are  backward  about  taking  any  part  in 
a  discussion  should  be  lecture  classes,  but  other 
groups  should  use  the  discussion  method  as  much 
as  possible  in  working  out  the  message  of  the  Bible 
for  the  problems  of  everyday  life. 

Large  classes  are  to  be  encouraged,  but  there  is 
no  question  that  better  work  would  be  done  if 
these  classes  had  their  own  oflflcers  and  committees 
as  they  do  in  college,  but  divided  into  smaller  groups 
for  lesson  study,  so  that  each  member  could  take 
the  work  which  would  best  prepare  him  for  his 
tasks.  Separate  classes  for  men  and  women  are 
advisable,  although,  in  addition,  mixed  classes  may 
be  desirable  under  certain  circumstances,  as,  for 
example,  parents'  classes.  The  thing  which  makes 
good  study  and  team  work  possible  is  a  common 


224  LIFE  IN  THE  MAKING 

bond  of  interest.  As  manj'  common  interests  as  pos- 
sible should  be  sought  in  the  make-up  of  the  study 
groups. 

At  the  same  time  abundant  opportunity  should  be 
given  for  each  member  to  enlarge  the  range  of  his 
interests.  To  this  end  the  common  service  of  wor- 
ship for  all  the  adult  classes,  the  departmental 
socials,  and  a  variety  of  service  carried  on  by  large 
classes  or  by  the  department  as  a  whole  should  be 
urged.  Thorough  class  organization  and  thorough 
departmental  organization  are  necessary  for  the 
highest  efficiency  in  adult  Sunday-school  work. 

One  important  caution  should  be  raised — a  warn- 
ing against  combining  older  and  younger  adults  in 
the  same  study  group  unless  the  group  is  consider- 
ing a  vital  problem  common  to  both.  If  a  man  of 
thirty  is  engaged  in  exactly  the  same  kind  of  busi- 
ness that  the  man  of  fifty  is  in,  holds  a  similar  posi- 
tion, wrestles  with  the  same  problems,  then  both  can 
profitably  study  together.  But  some  one  says,  "You 
want  people  of  widely  difl'erent  viewpoints  in  the 
same  class."  Certainly,  there  may  be  widely  differ- 
ent points  of  view  and  common  problems,  but  the 
caution  is  against  combining  for  study  the  man  who 
faces  what  is  to  him  a  new  world  with  spurs  to  be 
won  and  the  man  who  has  passed  the  necessity  for 
struggle  or  lost  the  glow  of  ambition.  In  a  small 
school  it  would  be  better  to  have  four  classes  for 
adults,  two  for  men  and  two  for  women,  than  just 
two  classes  covering  all  ages  from  twenty-four  to 
seventy-one.  For  social  purposes,  however,  either 
for  recreation  or  service,  have  the  classes  not  only 
do  things  as  classes,  but  also  work  as  a  department. 


THE  TRAINING  OF  ADULT  LIFE       225 

The  oflScers  of  an  Adult  Departmeul  should  be  a 
superintendent,  assistant  superintendent,  secretary, 
treasurer,  and  a  Cabinet  composed  of  the  officers, 
together  with  the  teacher  and  president  of  each 
organized  class.  Other  committees  should  be 
Membership,  Service,  Recreation,  and  such  special 
committees  as  may  seem  advisable.  The  officers 
should  be  elected  by  the  department,  but  the 
president  shouid  be  confirmed  by  the  local  Board 
as  superintendent  of  the  Adult  Department.  The 
Home  Department  should  be  organized  as  a 
division  of  the  Adult  Department,  with  its  superin- 
tendent also  confirmed  by  the  local  Board,  of  which 
he,  as  well  as  the  adult  superintendent,  will  be  a 
member. 

Adult  Recreation.  The  recreational  feature  of  Sun- 
day-school work  at  this  period  is  probably  the  least 
important.  Men  have  their  fishing,  hunting,  golf, 
motoring,  gardening,  and  other  pleasures.  It  is 
certain,  however,  that  many  do  not  have  the  gift  of 
creating  a  good  time  for  themselves  and  need  the 
group  recreation  of  the  organized  class.  For  this 
reason,  recreation  for  adults  should  not  be  neglected. 
But  the  greater  task  is  one  of  service  for  others. 

Especially  are  the  young  in  need  of  that  which 
their  elders  can  give.  The  gymnasium  equipment, 
the  Boy  Scout  uniforms,  the  new  Sunday-school 
buildingj  a  reference  library,  are  a  few  common 
needs.  The  adults  are  those  to  whom  the  Lord  has 
intrusted  the  church's  financial  ability.  If  these 
are  to  give  blindly,  their  generosity  will  mean  little, 
but  if  they  will  study  the  needs  of  boys  and  girls, 
the  social  problems  of  their  own  and  distant  com- 


226  LIFE  IN  THE  MAKING 

munities,  the  past  aud  future  of  their  church,  then 
they  can  furnish  the  sinews  of  war  for  the  immediate 
conquest  of  the  kingdom  of  God.  It  was  providential 
that  the  Methodist  Brotherhood  asked  for  the  privi- 
lege of  tying  up  organically  to  the  Sunday-school 
movement.  Study  must  precede  brotherly  service 
if  the  task  is  to  be  effective. 

The  Program  of  Service.  There  is  nothing  which 
the  adult  cannot  do  in  service  if  he  is  prepared  for 
it.  But  there  is  very  little  which  he  can  do  well 
without  preparation.  The  whole  program  of  train- 
ing in  this  department  is  to  fit  adults  for  their 
immediate  opportunities.  With  all  our  emphasis 
for  years  upon  worship,  only  a  comparatively  few 
know  how  to  pray  before  others,  and  few  give  any 
particular  thought  as  to  what  they  can  do  to  make 
the  preaching  service  a  more  inspiring  service  of 
worship.  Family  prayers  are  a  privilege  which 
should  be  sought  by  all  parents,  and  leading  in  a 
public  devotional  service  will  bring  inspiration  to 
any  man  who  tries  often  enough  to  be  proficient  in 
it.  Individual  work  for  individuals  and  gospel  team 
work  are  other  opportunities  for  expression  on  the 
worship  side. 

It  would  be  well  for  the  Adult  Class  and  Depart- 
ment to  consider  its  service  responsibilities  under 
four  relationships — the  class,  the  church,  the  com- 
munity, and  the  world.  The  class  and  department 
should  be  eminently  a  brotherhood,  with  the  splendid 
fellowship,  loyalty,  and  eagerness  to  serve  each 
other  which  characterizes  great  fraternal  orders. 
Anything  less  is  coming  short  of  the  ideals  of  Jesus 
Christ.     What  adults  can  do  for  the  church  is  a 


THE  TRAINING  OF  ADULT  LIFE       227 

familiar  topic.  Make  your  own  list  of  service  activi- 
ties under  this  head,  especially  remembering  adult 
responsibility  for  young  life. 

The  church  should  not  limit  its  service  to  what 
can  be  done  within  the  four  walls  of  its  own  build- 
ing, or  to  the  benevolent  causes  administered  by  its 
societies.  These  causes  should  receive  loyal  sup- 
port. But  the  concern  of  the  church  should  also  be, 
What  does  our  community  need?  Manifestly,  some 
of  these  needs  can  be  adequately  met  by  the  societies 
of  the  church  with  their  equipment;  others  call  for 
the  cooperation  of  many  churches  and  of  people  out- 
side the  churches.  The  church  should  do  all  it  can 
inside  of  its  four  walls,  and  it  should  also  have 
representatives  on  the  various  welfare  boards  of  the 
community.  These  need  not  be  officially  appointed, 
but  when  they  serve  it  should  be  known  that  here 
is  such  and  such  a  church  serving  its  community 
through  Mr.  A.  or  Mrs.  B.  These  representatives 
should  report  back  to  the  church  concerning  their 
service.  Dr.  Worth  M.  Tippy,  when  pastor  of 
Epworth  Memorial  Methodist  Episcopal  Church, 
Cleveland,  Ohio,  had  fifty  of  his  members  filling  re- 
sponsible positions  on  the  governing  boards  and 
committees  of  the  Chamber  of  Commerce,  the  Asso- 
ciated Charities,  and  other  civic  welfare  organiza- 
tions. Dr.  Dorr  F.  Diefendorf,  of  Roseville  Meth- 
odist Episcopal  Church,  Newark,  New  Jersey,  has 
long  made  his  church  a  vital  community  force  by 
training  his  members  definitely  to  represent  Rose- 
ville church  in  civic  welfare  organizations. 

The  program  of  world  service  should  be  worked 
out  after  much  prayer  and  study.     As  noted  in  a 


228  LIFE  IN  THE  MAKING 

previous  lesson,  adult  classes  should  study  at  times 
the  great  benevolent  work  of  the  church,  the  needs 
and  progress  in  distant  fields,  so  that  they  can  in- 
vest their  money  generously  and  wisely.  World 
Outlook,  published  at  150  Fifth  Avenue,  New  York 
city,  is  one  of  the  most  fascinating  and  inspiring 
magazines  ever  published.  Its  title  indicates  its 
scope.  It  will  give  to  adult  business  men  or  busy 
women  an  intelligent  outlook  upon  the  whole  world. 
For  suggestions  as  to  ways  and  means  in  service, 
the  adult  Bible  class  monthlies  of  the  various 
churches  are  invaluable  to  oflQcers  and  committee- 
men of  adult  classes,  while  correspondence  with  your 
denominational  office  will  bring  back  in  letter  and 
leaflet  abundant  suggestions. 

The  local  church  calls  for  skilled  workers  to  solve 
its  problems.  The  community  looks  to  the  church 
to  furnish  leaders  in  every  community  welfare  enter- 
prise. The  world  at  large  calls  for  gifts  in  prayer, 
in  money,  and  in  personal  service.  There  is  no  end 
to  the  possibilities  before  prepared  men.  The  Adult 
Department,  with  its  facilities  for  promoting  study 
and  practice,  will  meet  this  need  of  the  hour. 

When  we  come  to  later  adult  life  we  are  dealing 
with  men  at  the  height  of  their  spiritual  powers. 
As  old  age  comes  on  physical  strength  will  wane, 
but  zeal  for  the  kingdom  of  God  will  grow  all  the 
stronger.  These  men  have  a  wealth  of  experience 
and  a  passion  for  their  Lord  which  the  church  should 
conserve  and  use.  Their  counsels  should  always  be 
heeded,  though  not  necessarily  followed.  "If  youth 
but  knew  and  age  could  do !"  says  the  proverb.  But 
youth  does  not  have  ripened  knowledge,  and  age  can- 


THE  TKAINING  OF  ADULT  LIFE       22J> 

not  hope  to  have  youth'vS  vigorous  strength.  Hence 
the  church,  to  utilize  with  a  minimum  of  waste  all 
its  resources,  must  be  constantly  on  the  alert  to 
yoke  up  these  two  factors. 

The  Adult  Department  has  an  unsurpassed  oppor- 
tunity to  do  this.  Where  the  hardest  studying  is 
done,  small  groups  studying  for  a  particular  pur- 
pose are  the  ideal,  but  in  the  opening  service  of 
worship,  in  gatherings  for  inspiration  and  recrea- 
tion, in  committees  undertaking  the  purification  of 
a  city's  politics,  or  the  spread  of  good  tidings  to 
distant  lands,  the  older  and  younger  adults  should 
be  combined. 

The  Crowning  Glory.  ''The  hoary  head  is  a  crown 
of  glory,  if  it  be  found  in  the  way  of  righteousness," 
says  the  Scripture.  It  is  a  rare  sight  to  see  some 
great  ocean  liner  come  into  port  after  a  stormy  pas- 
sage, or  to  see  the  oak  standing  in  majesty  and 
strength  after  the  winds  have  raged,  or  to  see  the 
eternal  hills  which  have  stood  the  ravages  of  time; 
but  there  is  no  grander  sight  than  that  of  a  man 
or  woman  who  has  come  up  from  childhood,  braved 
every  peril,  labored  and  suffered  for  home,  for  coun- 
try, and  for  God,  standing  in  the  sanctuary  with 
glowing  face  singing  the  praises  of  the  heavenly 
Father.  If  there  is  a  finer  sight,  it  is  of  the  same 
man  or  woman  still  going  about  ministering  to 
others,  with  a  kindly  smile,  a  gentle  hand,  and  a 
rich,  sympathetic  mind.  "By  their  fruits  ye  shall 
know  them."  Christianity  has  nothing  to  fear  when 
its  saints,  humble  or  great,  are  scrutinized.  Our 
task  is  to  develop  more  of  them,  to  give  each  life, 
young  or  old,  a  chance  to  live  at  its  best.     The 


230  LIFE  IN  THE  MAKING 

redeemed  community,  the  Christianized  world,  will 
be  their  fruitage. 

Thought  Questions 

1.  Think  of  the  most  efficient  Adult  Bible  Class  which 
you  have  known.  How  do  you  account  for  its  success? 
Give  three  reasons. 

2.  How  can  adults  and  the  younger  members  of  the 
church  be  brought  to  understand  each  other  and  work 
together  better? 

3.  What  unfinished  tasks  are  there  in  the  community 
and  in  the  larger  world  which  the  adults  of  your  church 
ought  to  take  up? 


CHAPTER  XXIV 
THE  CALL  TO  LEADERSHIP 

It  was  midday  in  the  Orient.  The  burning  sun 
was  beating  its  rays  upon  the  land  with  a  heat  so 
wisely  respected  by  all  who  are  careful  of  their  own 
safety.  But  a  young  man  was  hastening  on,  heed- 
less of  danger,  so  impatient  was  he  to  perform  his 
mission.  The  story  is  known  to  all.  Saul  was  con- 
sumed with  zeal  for  his  task,  but  when  the  vision 
came,  he  looked  up  and  asked,  "Lord,  what  shall  I 
do?"  It  is  the  question  which  every  young  man  and 
woman  must  ask  if  they  are  to  make  the  most  of  life. 

The  Necessity  for  Skilled  Service.  We  are  not 
studying  the  life  of  Paul,  but  we  do  stand  where 
Paul  was  on  that  day — at  the  turning  of  the  ways. 
We  can  choose  a  task  in  the  light  of  the  best  informa- 
tion available,  and  perform  it  to  the  best  of  our 
ability  without  divine  aid.  Or  we  can  pause  and  say, 
"Lord,  1  want  to  invest  my  talents  where  they  will 
mean  the  most  for  thee  and  for  humanity.  What 
shall  I  do?"  Perhaps  we  have  already  asked  it, 
and  have  been  told,  "Go  into  Damascus;  and  there 
it  shall  be  told  thee  of  all  things  which  are  appointed 
for  thee  to  do."  Some  are  studying  this  course  in 
the  hope  that  it  will  reveal  what  they  ought  to  do. 
Surely,  it  has  revealed  one  thing — the  necessity  for 
skilled  service.     How  influential  in  our  service  we 

231 


232  LIFE  IN  THE  MAKING 

may  become  no  one  can  tell.  That  is  not  the  impor- 
tant question  which  we  have  to  solve.  Our  part 
is  to  determine,  first  of  all,  that  whatever  we  under- 
take to  do  shall  be  well  done,  and  then  to  decide  for 
what  tasks  we  shall  further  train  ourselves.  In 
God's  sight  it  is  just  as  great  to  be  a  follower  as 
a  leader,  and  both  require  skill.  Thus  far  we  have 
been  studying  courses  introductory  to  any  form  of 
Christian  leadership,  but  we  ought  by  this  time  to 
begin  to  decide  just  what  activities  shall  receive  our 
future  attention. 

Periodically,  great  slogans  are  taken  up  by  Chris- 
tian people.  This  means  that  the  time  demands  espe- 
cial emphasis  upon  some  one  phase  of  Christian 
work.  The  great  fundamentals  of  Christianity  must 
always  receive  emphasis.  Passionate  devotion  to 
Christ  must  always  be  developed.  Dependence  upon 
the  Holy  Spirit  is  essential.  But  keeping  in  mind 
these  things,  it  seems  as  if  the  demand  of  the  hour 
in  Christian  work  is  the  same  as  in  secular  work — 
a  demand  for  skill. 

Almost  every  kind  of  work  to-day  has  become 
specialized,  and  in  many  cases  Christians  offer  to 
Jesus  Christ  a  quality  of  work  which  they  would 
not  think  of  offering  to  any  secular  employer.  It 
is  the  same  kind  of  act  which  Malachi,  the  prophet, 
calls  attention  to  when  he  tells  the  people  to  try 
offering  to  the  governor  sick  lambs  such  as  they  were 
bringing  to  Jehovah  for  sacrifice,  and  see  what  the 
consequences  would  be. 

Types  of  Service.  Let  us  consider  some  of  the  types 
of  work  which  Christ  needs  to  have  performed 
through  the  church    to-day,  and  see  how  numy  of 


THE  CALL  TO  LEADERSHIP  233 

these  can  be  performed  adequately  without  skilled 
service. 

The  trustees  who  handle  the  physical  property  of 
the  church  are  selected  primarily  for  their  business 
ability.  Their  previous  experience  has  given  some 
of  them  excellent  training  for  a  part  of  the  task. 
But  the  trustees  are  also  responsible  for  any  new 
building  or  addition  to  the  property.  Probably 
most  of  our  churches  are  built  by  laymen  who  have 
never  given  any  thought  to  church  architecture  ex- 
cept in  the  emergency  when  they  were  erecting  their 
own  plant.  The  results  show  it.  Thousands  of 
churches  not  only  have  no  adequate  provision  for 
the  future  developments  in  Sunday  school  and  other 
forms  of  church  work,  but  are  not  even  able  to  meet 
the  present  emergencies.  Rooms  have  been  planned 
for  Sunday-school  departments  which  were  out- 
grown the  first  or  second  Sunday  in  the  new  build- 
ing. Surely,  not  only  a  knowledge  of  buildings,  but 
a  knowledge  of  all  the  machinery  of  the  church,  to- 
gether with  some  understanding  of  its  successes  and 
failures  in  the  past  and  prospective  developments  in 
the  future,  is  essential  to  the  successful  performance 
of  duties  by  a  trustee  of  the  church.  The  same  is 
true  in  regard  to  the  duties  of  a  steward. 

The  future  of  any  movement  is  always  in  the 
hands  of  its  teachers.  If  this  nation  is  a  more  in- 
telligent democracy  twenty-five  years  from  now  than 
it  is  to-day,  the  public-school  teachers  will  be  largely 
responsible.  If  it  is  not  a  more  religious  nation,  the 
religious  teachers  will  be  to  blame.  There  are  men 
living  now  who  can  remember  the  time  when  the  one 
who  suggested  that  the  d:iy  was  coming  when  public- 


234  LIFE  IN  THE  MAKING 

school  teachers  would  be  trained  for  their  task,  would 
have  been  called  a  wild  dreamer.  But  it  has  come, 
and  it  does  not  take  a  prophet  to  predict  that  the 
time  is  not  very  far  away  when  Sunday-school 
teachers  shall  also  come  to  their  tasks  prepared. 
Denominations  are  now  saying,  "No  school  can  be 
recognized  as  a  Standard  Sunday  School  whose 
teachers  and  oflScers  have  not  completed  an  ap- 
proved course,"  or  who  are  not  training  in  such  a 
course.  Perhaps  in  your  own  school  there  are  cer- 
tain departments  which  will  not  accept  untrained 
teachers. 

Parents  are  coming  to  demand  trained  teachers 
whether  the  church  does  or  not.  We  were  talking 
about  modern  Sunday-school  ideals  around  the  table 
in  a  city  one  day  when  the  head  of  the  family  said, 
"You  believe,  then,  that  the  time  is  coming  when 
Sunday-school  teachers  will  be  trained,  in  a  measure 
at  least,  the  way  public-school  teachers  are?"  The 
answer  was,  "Yes,  it  may  be  long  in  coming,  but  I 
certainly  look  for  it."  Quick  as  a  flash  the  wife  and 
mother  of  a  three-year-old  boy  spoke  up:  "When 
that  time  comes  my  boy  can  go  to  Sunday  school.  I 
wouldn't  let  him  go  to  a  school  where  the  work  is 
as  poorly  done  as  it  was  where  I  went  as  a  girl." 

If  Sunday-school  teachers  are  to  be  trained,  it  is 
equally  important  that  the  superintendent  and  other 
officers  should  know  as  much  or  more  about  their 
tasks.  What  do  you  think  of  the  superintendent 
whose  school  had  recently  been  thoroughly  organized 
into  departments  who  said  with  apparent  regret, 
"There  is  nothing  for  me  to  do  now ;  I'm  a  man  with- 
out a  job"?    It  is  certain  that  if  he  were  in  business 


THE  CALL  TO  LEADEKSHIl'  235 

and  couldn't  find  anything  to  do  after  his  depart- 
ments were  well  organized,  he  would  very  soon  be 
out  of  a  job. 

The  task  of  reaching  non-Christian  lands  is  one 
of  the  most  colossal  in  all  history.  Paul  was  the 
first  of  a  succession  of  statesmen  who  have  done  as 
the  people  in  Thessalonica  warned — "turned  the 
world  upside  down."  No  man  who  thinks  in  terms  of 
pennies  can  be  of  use  to  the  church  in  this  movement. 
It  requires  an  imagination,  an  ability  to  grasp  large 
factors,  and  information  as  to  educational  and  eco- 
nomic world-movements  to  get  any  adequate  compre- 
hension of  what  this  work  in  distant  lands  involves. 
Yet  it  requires  millions  in  money  and  vast  resources 
in  personal  labor,  just  as  mining  and  railroad  build- 
ing or  other  gigantic  industries  require.  There  is 
no  industry  so  gigantic  as  this,  although  some 
commercial  products  follow  very  closely  on  the 
missionary's  heels. 

The  home  field  is  a  little  better  known  by  the 
church  at  large,  but  not  much.  There  are  few  Chris- 
tians who  are  willing  to  dare  any  big  ventures  in 
city  or  rural  or  frontier  enterprises,  yet  this  very 
thing  must  be  done  if  Christ  is  to  win. 

What  shall  we  say  of  the  various  welfare  meas- 
ures in  the  community  which  are  done  under  the 
inspiration  of  Christ  and  should  be  achieved  in  the 
name  of  Christ?  How  many  people  in  your  church 
know  anything  about  scientific  methods  of  relief? 
Yet  some  of  the  societies  are  probably  giving  relief 
to  numerous  families  in  your  community.  How  many 
know  the  principles  of  playground  management  and 
other  phases  of  recreational  work?    Some  people  in 


236  LIFE  IN  THE  MAKING 

your  community  are  probably  doing  these  things 
well.  Are  they  church  members?  If  so,  well  and 
good.  Do  the  tasks  performed  by  church  organiza- 
tions show  as  good  a  quality  of  workmanship  as  the 
tasks  performed  by  the  Associated  Charities,  the 
Playground  Association,  and  other  welfare  organiza- 
tions? 

The  Challenge.  There  is  no  end  to  the  opportunity 
before  a  skilled  workman,  but  the  demand  for  one 
who  had  the  opportunity  to  train  and  refused  it  is 
very  slight.  For  all  we  know  the  world  is  young. 
The  Christianization  of  society  seems  to  be  just  be- 
ginning. The  Sunday-school  movement  is  just  begin- 
ning to  get  under  way.  Only  a  few,  comparatively, 
have  radically  modified  their  Sunday-school  program 
within  the  last  eight  years.  When  the  majority  of 
Sunday-school  workers  begin  to  take  their  task  seri- 
ously enough  to  train  themselves  thoroughly  for  the 
performance  of  their  duties,  then,  and  not  until  then, 
may  we  expect  results  commensurate  with  the  oppor- 
tunities. Have  you  determined  to  be  one  of  the 
factors  in  this  movement,  a  leader,  or  at  least  a 
zealous  follower,  in  this  great  church  advance?  Un- 
less you  have  so  determined,  a  chief  purpose  of  this 
book  is  in  your  case  as  yet  unfulfilled. 

Thought  Questions 

1.  Does  Christian  work  appeal  to  you  as  being  interesting 
or  simply  a  duty?    Give  reasons  for  your  answer. 

2.  What  field  of  service  do  you  feel  that  your  talents  best 
fit  3'ou  for? 

3.  What  further  preparation  do  you  intend  to  make  for 
Christian  service? 


7  (x^^^^  H  ^'^^'^^  ' 


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